BLEPP key terms

The process of identifying and measuring target behaviors and the environmental events that influence them, using methods such as interviews, direct observation, and functional analysis to guide intervention planning.

An experimental procedure in which antecedents and consequences are systematically manipulated to identify the variables maintaining a behavior, typically conducted in analog conditions such as attention, escape, tangible, and alone.

A broader, multi-method process for identifying the function of a behavior using indirect measures, descriptive observation, and, when warranted, experimental manipulation to inform a function-based intervention plan.

Gathering information about behavior without directly observing it, using tools such as structured interviews, rating scales, checklists, and questionnaires completed by caregivers, teachers, or the client.

Recording behavior as it occurs in the natural environment or a controlled setting, using defined measurement systems rather than relying on retrospective reports or subjective impressions.

A structured procedure for identifying stimuli that may function as reinforcers, ranging from interviews and free-operant observation to paired-choice or multiple-stimulus-without-replacement formats.

An experimental procedure that tests whether a stimulus identified through preference assessment actually increases the frequency of a target response when delivered contingently.

A contingency in which a stimulus is added following a behavior and, as a result, the future probability of that behavior increases under similar conditions.

A contingency in which a stimulus is removed or avoided following a behavior and, as a result, the future probability of that behavior increases in the presence of the relevant motivating condition.

A procedure in which a specified alternative response is reinforced while the target problem behavior is placed on extinction, increasing the appropriate behavior and reducing the problem behavior.

A schedule that reinforces a response that cannot occur simultaneously with the target problem behavior, thereby reducing the problem behavior without relying on extinction alone.

Discontinuing the reinforcement that previously maintained a behavior, which typically produces a gradual decrease in responding and may be accompanied by an extinction burst.

A temporary increase in the frequency, intensity, or variability of a response, sometimes including novel behaviors or aggression, shortly after reinforcement is withdrawn during extinction.

Withholding the removal of a demand or aversive task that previously followed escape-maintained behavior, so that the behavior no longer produces the negative reinforcement it once did.

The reappearance of an extinguished response after a period of rest or time away from the extinction contingency, even though reinforcement has not been reintroduced.

Reinforcing successive approximations to a terminal target behavior, so that responses gradually come to resemble the final performance through differential reinforcement of closer and closer variants.

Teaching a complex sequence of responses by reinforcing each step in order, using forward, backward, or total-task procedures until the entire chain is performed independently.

A reinforcement system in which tokens earned for target behaviors are later exchanged for backup reinforcers, with defined schedules and exchange rates governing the contingency.

A written agreement specifying the behaviors to be performed and the consequences that will follow, negotiated so that both parties understand and accept the terms.

A description of a target behavior in observable, measurable, and replicable terms, specifying what the behavior looks like and what does not count as an instance.

The arrangement of antecedent, behavior, and consequence that describes how discriminative stimuli set the occasion for behavior and how consequences shape its future occurrence.

A stimulus in the presence of which a particular response has been reinforced, thereby increasing the likelihood of that response when the stimulus is present.

The extent to which a behavior occurs more often in the presence of a specific stimulus because that stimulus has been correlated with reinforcement for the response.

The occurrence of a learned response under conditions other than those of training, including across settings, people, stimuli, or time, ideally planned for and actively programmed.

The continuation of a learned behavior after teaching or intervention has ended, supported by naturally occurring contingencies or by periodic booster conditions.

Recording every instance of a target behavior during an observation period, producing frequency, rate, duration, or latency data rather than estimates.

A time-sampling method in which the observer records whether a behavior occurred at any point during each interval, yielding an estimate that typically overstates the true rate of behavior.

A time-sampling method in which the observer records whether a behavior is occurring at the exact moment each interval ends, producing an estimate that may understate or overstate actual rates.

The degree to which two independent observers record the same behavior identically, usually calculated as a percentage and reported to support the believability of measurement.

The elapsed time between the onset of a stimulus or instruction and the initiation of the target response, often recorded when promptness of responding is the concern.

The amount of time a behavior continues from its onset to its offset, recorded when the length of engagement rather than the number of instances is of interest.

An experimental tactic in which a treatment is introduced, removed, and reintroduced to demonstrate that changes in behavior covary with the presence of the treatment.

A design in which a treatment is applied sequentially across behaviors, settings, or participants, with change expected only after the intervention is introduced to each tier.

A design that rapidly alternates two or more conditions to compare their effects on a single behavior, controlling for sequence effects through random or counterbalanced ordering.

Judging intervention effects by examining graphed data for level, trend, variability, immediacy of change, and overlap between baseline and treatment phases.

Obtaining a client's or guardian's voluntary agreement to assessment or treatment after disclosing its purpose, procedures, risks, benefits, alternatives, and right to withdraw.

Protecting client information from unauthorized disclosure, sharing it only with appropriate parties and under conditions permitted by law, consent, or professional obligation.

Selecting the least intrusive intervention likely to be effective, reserving more restrictive or punishment-based procedures for cases where less intrusive options have failed or risk is high.

A supervision and teaching package combining instruction, modeling, rehearsal, and feedback until a trainee performs a target skill accurately and independently.

Delivering specific information about a trainee's or staff member's performance, often with praise for correct steps and corrective guidance, to improve future implementation.

The extent to which an intervention is implemented as designed, including correct delivery of antecedents, prompts, consequences, and schedules across sessions and staff.

Breaking a complex skill into its component steps so each can be taught, observed, and scored, forming the basis for chaining procedures and progress monitoring.

Working with organizations to change policies, routines, resources, and staff contingencies so that effective practices are adopted, supported, and sustained over time.