QABA QBA key terms

A learning process in which consequences that follow a behavior change how often that behavior occurs in the future. Reinforcement strengthens behavior, while punishment weakens it.

Learning in which a neutral stimulus repeatedly paired with a stimulus that already elicits a reflex comes to elicit a similar response on its own. Also called classical conditioning.

Adding a stimulus after a behavior that increases the future frequency of that behavior. The added event counts as a reinforcer only when behavior actually increases.

Removing or reducing a stimulus after a behavior that increases the future frequency of that behavior. Escape from or avoidance of an aversive event maintains the behavior.

A consequence delivered after a behavior that decreases the future frequency of that behavior. It may involve adding a stimulus or removing access to a preferred item or activity.

Discontinuing the reinforcement that previously maintained a behavior, which causes the behavior to decrease over time. The term refers to the procedure and the resulting decline.

A temporary increase in the rate, intensity, or variety of a behavior shortly after extinction begins. Bursts often include novel or aggressive responses and usually subside if extinction continues.

The basic unit of operant analysis: an antecedent stimulus, the behavior, and the consequence that follows. It describes how environmental events occasion and maintain behavior.

An antecedent stimulus in the presence of which a particular response has been reinforced, making that response more likely in its presence than in its absence.

An environmental event that changes the reinforcing or punishing value of a consequence and shifts the momentary likelihood of behaviors that produced that consequence. Deprivation, satiation, and instructions are examples.

Reinforcing successive approximations of a target behavior while gradually raising the criterion until the final form occurs. It is used when the target skill is not yet in the learner's repertoire.

Reinforcing one set of responses while withholding reinforcement for others, such as reinforcing a replacement behavior and not the problem behavior. Common variants include DRA, DRI, DRO, and DRL.

The occurrence of a learned behavior under conditions different from those used in training, such as new settings, people, or instructions. It can be planned and programmed rather than assumed.

Continued performance of a learned behavior after teaching ends and reinforcement has been thinned or transferred to naturally occurring contingencies. It is measured over time after intervention stops.

A process for identifying environmental events that occasion and maintain problem behavior, using interviews, direct observation, and sometimes experimental analysis. Results guide the selection of intervention strategies.

An experimental procedure in which antecedents and consequences are systematically manipulated to identify the variables maintaining a behavior. It is the most rigorous form of functional behavior assessment.

A direct observation record of what happened before a behavior (antecedent), the behavior itself, and what followed it (consequence). Patterns across many incidents suggest possible functions.

A precise, observable, and measurable description of a behavior that lets different observers agree on when it occurs and when it does not.

Recording whether a behavior occurs at any point during a series of short intervals. It tends to overestimate behavior and suits behaviors that are hard to count.

Recording whether a behavior is occurring at the exact moment each interval ends. It estimates behavior and is practical when one observer monitors several learners at once.

The degree to which two independent observers record the same behavior in the same way. It is calculated by comparing their records and supports the credibility of measurement.

The condition in which behavior is measured before intervention begins, providing a comparison for judging treatment effects. Baseline data describe current performance and its variability.

A written, individualized plan describing target behaviors, their functions, prevention strategies, replacement skills to teach, consequence procedures, and data collection for progress monitoring.

Changing conditions before a behavior occurs to reduce the likelihood of problem behavior, such as adjusting schedules, offering choices, or priming. These strategies prevent rather than respond to behavior.

A socially acceptable behavior that produces the same outcome or function as the problem behavior, making it an efficient alternative to teach. It should be easier or more reliable than the problem behavior.

A cue, model, gesture, or physical assistance delivered before or during a response to increase the chance of a correct response. Prompts are gradually withdrawn as independence develops.

Gradually removing prompts, reinforcement, or other supports as the learner becomes more independent, so gains maintain under natural conditions. It prevents abrupt loss of performance.

A system in which tokens are delivered for specified behaviors and later exchanged for backup reinforcers. Effectiveness depends on clear rules and a workable exchange rate.

Using graphed and summarized behavior data to decide whether to continue, modify, or discontinue an intervention. Decisions are made against predetermined criteria rather than impressions.

The extent to which intervention goals, procedures, and outcomes are acceptable and meaningful to clients, caregivers, and other stakeholders. It addresses whether change matters in everyday life.

The extent to which an intervention is implemented as written, including prescribed components, frequency, and duration. Low integrity can make an effective plan appear ineffective.

A training package including instruction, modeling, rehearsal, and feedback until the trainee performs the target skill correctly. It is widely used to teach staff and caregivers.

Specific information given to a trainee about their performance, often paired with praise and suggestions for improvement. It works best when delivered soon after the observed behavior.

Breaking a complex skill into smaller, teachable steps that can be taught in sequence and used to measure progress. It is the foundation for chaining procedures.

Ongoing oversight in which a more experienced professional monitors, supports, and evaluates a supervisee's work through case review, feedback, and documentation of competence.

Agreement to participate or to allow services after receiving understandable information about procedures, risks, benefits, alternatives, and the right to withdraw. Consent must be voluntary and documented.

The ethical obligation to protect client information from unauthorized disclosure, sharing it only with people who need it for legitimate purposes or as required by law.

Choosing the least intrusive intervention likely to be effective, preserving the client's rights and typical environment. More restrictive procedures require stronger justification and safeguards.

An intervention that limits a person's freedom, movement, or access to preferred items, such as restraint, seclusion, or response cost. Such procedures require justification, consent, and monitoring.

The boundaries of a practitioner's education, training, and supervised experience. Professionals practice within these limits and seek consultation or refer when a case exceeds them.