PIPA key terms

A change in the rate of a response in one setting or condition that moves in the opposite direction from the change produced in a second setting or condition by the same intervention.

A motivating condition that temporarily increases the value of a consequence as reinforcement and, in turn, makes behavior that has produced that consequence more likely to occur.

An environmental variable that alters the momentary effectiveness of a stimulus as reinforcement or punishment and alters the current frequency of behavior that has contacted that stimulus.

A motivating condition that temporarily decreases the value of a consequence as reinforcement and reduces the likelihood of behavior that previously produced that consequence.

A consequence delivered contingent on a response that increases or maintains the future frequency of that response under similar conditions.

A consequence delivered contingent on a response that decreases the future frequency of that response under similar conditions; it is defined by its effect, not by intent or severity.

Discontinuing the reinforcement that previously maintained a behavior, which typically produces an initial increase in variability, frequency, or intensity before the response gradually declines.

A temporary increase in the frequency, intensity, or variability of a response shortly after reinforcement for that response is withheld, often including novel or aggressive forms.

The reappearance of a previously extinguished response after a period without the response, often following a delay, a context change, or exposure to stimuli present during original learning.

Reinforcing one class or dimension of behavior while withholding or placing other responses on extinction, thereby shifting the distribution of behavior toward the reinforced alternative.

A systematic process of gathering information to identify environmental events that reliably occasion and maintain a problem behavior, typically combining record review, interviews, direct observation, and sometimes experimental manipulation.

An experimental assessment in which antecedents and consequences are systematically manipulated in controlled conditions to demonstrate their causal relation to a target behavior.

Gathering information about behavior through interviews, rating scales, and questionnaires rather than direct observation; efficient but reliant on informant recall and interpretation.

A support plan whose procedures are selected to match the identified function of the behavior, for example teaching and reinforcing a communication response that produces the same outcome.

A socially acceptable response that is taught and reinforced because it produces the same outcome, or meets the same need, as the problem behavior it is meant to replace.

A differential reinforcement procedure in which a learner is taught a clear communication response, such as requesting a break or item, that is reinforced in place of the problem behavior.

Differential reinforcement of alternative behavior: reinforcement is delivered for a specified alternative response while the problem behavior is placed on extinction.

Differential reinforcement of other behavior: reinforcement is delivered after an interval in which the target problem behavior does not occur, regardless of what other behavior is performed.

A proactive strategy that changes conditions before behavior occurs, such as altering task difficulty, offering choices, or providing advance notice, to reduce the likelihood of problem behavior.

A stimulus in the presence of which a particular response has been reinforced and which therefore increases the likelihood of that response when it is present.

A distal condition, such as poor sleep, illness, or a conflict at home, that changes the value of consequences or the likelihood of antecedents and behavior later in the day.

A values-driven approach that builds individualized, function-based supports across settings to improve quality of life and reduce problem behavior, emphasizing prevention, teaching, and environmental redesign over consequence-heavy control.

A facilitated planning process that centers the individual's own goals, preferences, and community participation, involving people who know the person well in designing supports.

A written document specifying target behaviors, hypothesized function, prevention strategies, replacement skills to teach, reinforcement procedures, response plans, and data collection methods for an individual.

A time-sampling method in which an interval is scored if the behavior occurs at any point during it; it tends to underestimate high-rate behavior and overestimate behavior of short duration.

A time-sampling method in which an interval is scored only if the behavior persists for the entire interval; it tends to underestimate the true occurrence of behavior.

A time-sampling method in which the observer checks whether the behavior is occurring at the exact moment an interval ends, producing an estimate rather than a continuous count.

The degree to which two independent observers record the same behavior using the same measurement system, typically expressed as a percentage and used to support data credibility.

The extent to which an intervention is implemented as written, including the accuracy and consistency of each prescribed procedure across staff and settings.

Voluntary agreement to participate or to have a procedure used, given after a person receives understandable information about purpose, risks, benefits, alternatives, and the right to withdraw.

Agreement from a person who cannot legally consent, such as a minor, sought in developmentally appropriate language and revisited as circumstances or the person's preferences change.

The principle of choosing the least intrusive procedure likely to be effective, and of moving to more restrictive options only when less intrusive ones have been tried or documented as inadequate.

The boundaries of what a professional is trained and authorized to do, requiring referral or supervision when a situation falls outside those limits.

A staff teaching package combining instruction, modeling, rehearsal, and feedback until a trainee performs a skill to criterion in the setting where it will be used.

Specific information given to a caregiver or staff member about their implementation of a procedure, often with praise for correct steps and correction of errors, to improve integrity.

A set of verbal and environmental strategies, such as reducing demands, lowering voice volume, and giving space, used to reduce arousal and prevent an escalating situation from becoming dangerous.

A predictable sequence of phases in which agitation builds from a baseline through triggers and acceleration to a peak, followed by de-escalation and recovery.

A prewritten set of procedures describing early warning signs, de-escalation steps, safe responses, who to contact, and how to debrief after an emergency.