OBF key terms

A systematic process of gathering information to identify the environmental events that reliably precede and follow a behavior, so that hypotheses about its purpose can be tested and used to design intervention.

The reinforcing consequence a behavior produces for the learner, commonly grouped as attention, escape or avoidance, access to tangibles or activities, and automatic or sensory reinforcement.

A descriptive observation method that logs the antecedent, the behavior in observable terms, and the immediate consequence for each occurrence, producing patterns that suggest possible behavioral function.

A written statement describing a target behavior in observable, measurable, and replicable terms, including examples and non-examples, so that different observers can record it consistently.

A consequence delivered contingent on a response that increases the future frequency of that response; it may be positive, adding a stimulus, or negative, removing or reducing a stimulus.

Discontinuing the reinforcement that previously maintained a behavior, which typically produces an initial increase in response rate, intensity, or variability known as an extinction burst.

A temporary escalation in the frequency, intensity, or variability of a response shortly after reinforcement is withdrawn, often followed by gradual decline if the procedure is applied consistently.

A proactive strategy that alters conditions before a behavior occurs, such as changing task difficulty, offering choices, providing priming, or scheduling, to reduce the likelihood of challenging behavior.

A stimulus that signals the availability of reinforcement for a particular response, thereby increasing the likelihood that the response occurs in its presence.

A procedure in which reinforcement is delivered for a specified alternative or incompatible response, or withheld for the target response, to shift the response repertoire without punishment.

A values-based framework that combines behavioral science with person-centered planning, environmental redesign, skill teaching, and systems change to improve quality of life and reduce challenging behavior.

Measurements of the target behavior collected before an intervention begins, used to describe current performance and to provide a comparison for evaluating change.

The practice of reviewing graphed and summarized performance data at planned intervals to decide whether to continue, adjust, or discontinue an intervention.

Recording behavior as it occurs in the natural setting using defined procedures such as event recording, interval recording, or duration recording, rather than relying on retrospective report.

The degree to which two independent observers record the same behavior identically, calculated by comparing their records and used as an indicator of definition clarity and measurement trustworthiness.

The extent to which an intervention is delivered as designed, including adherence to procedures, dosage, and quality of delivery, which is necessary before concluding that a plan failed.

The judged acceptability and importance of intervention goals, procedures, and outcomes to the learner, family, and other stakeholders, often assessed through structured questionnaires or interviews.

Breaking a complex skill into a sequenced set of smaller observable steps that can be taught, prompted, and measured individually.

A teaching arrangement in which the steps of a task analysis are linked and taught in order, using forward, backward, or total-task presentation with prompting and reinforcement.

A planned sequence of assistance levels, from least to most intrusive or most to least intrusive, used to help a learner perform a skill and then faded as independence improves.

The occurrence of a learned skill across settings, people, materials, and time beyond the original teaching conditions, which usually requires deliberate planning and programming.

The continued performance of a learned skill after formal teaching has ended, evaluated through follow-up probes conducted at intervals after instruction.

A facilitated planning process that centers the individual's preferences, goals, relationships, and community participation, producing an action plan built with the person and people who know them well.

Voluntary agreement to participate or to allow services, given after a clear explanation of purpose, procedures, risks, benefits, alternatives, and the right to withdraw at any time.

An individual's affirmative agreement to participate, sought in developmentally appropriate language when legal consent must come from a guardian or authorized representative.

The ethical and legal obligation to protect identifying information about clients, sharing it only with authorized persons or as required by law, and storing records securely.

A legal duty, triggered by reasonable suspicion of abuse or neglect, to notify designated authorities within required timeframes, regardless of confidentiality concerns.

The boundaries of a practitioner's training, supervision, and experience, within which services may be delivered ethically, with referral or additional supervision required beyond those limits.

A situation in which a practitioner holds a professional role plus another role with a client or family, such as friend, employer, or relative, creating risk of conflicting obligations and impaired judgment.

Oversight of a trainee's or practitioner's work by a qualified supervisor who monitors case decisions, provides feedback, documents sessions, and retains responsibility for service quality.

The right and capacity of individuals to make choices about their own lives and supports, which practitioners promote by offering options, honoring preferences, and teaching decision-making skills.

A communication technique of attending fully, reflecting back content and feeling, and checking understanding, used to build trust and gather accurate information from clients and caregivers.

Writing and speaking that uses short sentences, common words, and clear organization so that recipients can find, understand, and act on information the first time.

Adapting assessment, communication, and intervention to a person's language, values, family structure, and community context, while recognizing how one's own biases shape interpretation.

Working jointly with families, educators, and other providers toward shared goals through defined roles, regular communication, and coordinated decision making across settings.

A written document summarizing target behaviors, hypothesized functions, prevention strategies, replacement skills to teach, response procedures, and progress-monitoring methods for an individual.

The legal and ethical principle that individuals should receive services in the most typical setting that meets their needs, with removal from general settings only when necessary and justified.