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ABA- Applied Behavior Analysis is an established science that goes much farther than Autism.  ABA at its core is a way to teach, maintain, or reduce behaviors. ABA is an umbrella term that can cover many specific and unique strategies. Some examples include Incidental Teaching, Discrete Trial Training, and Verbal Behavior. Most classrooms and many non-ABA practitioners utilize ABA strategies such as shaping, visual schedules, First/Then schedules, prompting, video modeling, or A-B-C data collection.Type your paragraph here.

ABC's of Behavior- Also known as the Three Term Contingency, ABC's of behavior is a tool used to determine the function of a behavior in order to develop an intervention. The A is for antecedent (before the behavior), the B is the actual behavior, and C is the consequence (response of the behavior).

BCBA or BCBA-D/BCaBA- This is the board certification required for a person to become a Behavior Analyst.  In many states or with insurance companies, only BCBAs are recognized as being properly authorized to oversee, manage, or supervise ABA programs. The BCaBA denotes the person is at an associate level, and must work under a BCBA. BCaBA's usually have less training or experience, although this isn’t always the case. Becoming certified is a lengthy process that takes much dedication, focus, and graduate level coursework. BCBAs and BCaBAs typically supervise direct staff and design the intervention and treatment plan.

Behavior - To be called a behavior, it must be observable and/or measurable. In the field we refer to something called the "Dead Man's Test": If a dead man can do it, it is not a behavior. So "being quiet" is not a behavior because a dead person can "be quiet".

Discrete Trial Training (DTT) - A specific method of instruction in which a task is isolated and taught to an individual across multiple trials (repetition teaching). A specific opportunity to respond is presented, and a specific response from the learner is expected (Teacher: "Stand up". Learner: (stands up). Teacher: "Nice standing!").

Echolalia- "Echoing" or imitating what is heard, can be immediate or delayed. E.g., if you say to the learner "Do you want a cracker?" and they respond "want a cracker?", that is echolalia. Many individuals with Autism exhibit echolalia, but engaging in echolalia does not automatically mean someone has Autism. 

Extinction – The withholding of reinforcement for a previously reinforced behavior, resulting in reduction of that behavior.
Extinction burst - The increase in frequency and/or intensity of behavior in the early stages of extinction.

FBA- Functional Behavior Assessment. This is the process by which behavioral interventions are created. An FBA is intended to determine the function (or the reason) for a behavior, and then create an intervention based on that function. A Functional Analysis (FA) involves manipulating the environment to understand the behavior, while a Functional Behavior Assessment involves things like observation, interview, and collecting ABC data.

Generalization - Term used to describe the ability to learn a skill in one situation and be able to apply it flexibly to other similar but different situations. 

HOH Prompting- Hand over hand prompting is a physical prompt where you place your hands over the learner's hand to assist them with completing a motor demand or instruction.

Mand- This is a Verbal Behavior term. A mand is basically a "demand". This is being able to request something that one wants or needs.

Perseverative Behavior - Repeating words, songs, phrases, etc., with a high frequency. Many people think this word is synonymous with "Stimming" (see below), but its not because perseverative behavior may or may not be automatically maintained.

Punisher- Punishers can be tangible, social, physical, etc. In behavior analytic terms, to be considered a punisher the target behavior must decrease.

Reinforcer- A reinforcer is something used to motivate a learner to complete a task, or engage in a behavior. Reinforcement can be tangible (toy), social (praise), physical (hugs, kisses), etc. In behavior analytic terms, to be considered a reinforcer the likelihood of future occurrence of the target behavior must increase. Remember that bribery (which isn't effective) is given before the behavior occurs, reinforcement is given after the behavior occurs.

Self injurious behavior (SIB) - Self-injurious behaviors are actions that an individual performs that result in physical injury to the  body. Typical forms of self-injurious behavior include: hitting oneself with hands or other body parts, head-banging, biting oneself, picking at skin or sores, etc. 

Stereotypic/Repetitive behaviors – Often referred to as “Stimming” or "Stims". These are self-initiated, often repetitive movements (e.g. rocking, vocalizations, flapping, spinning, finger-flicking, and/or manipulation of inanimate objects) that can be vocal or motoric. For some Autistics these behaviors can occur at very high frequencies, sometimes 100+ times per day. These behaviors often serve automatic reinforcement purposes, but that isn't always the case (function can vary), which is why the blanket term of "self-stimulatory behavior" can be technically incorrect.

Tact- This is a Verbal Behavior term. A tact is being able to label or describe an item with stimuli being present. For example, a learner can tact if they can label the color of a ball if the ball is present.

Target Behavior- This is the behavior of interest you are trying to increase, or decrease. There may be multiple target behaviors being addressed simultaneously, as part of a comprehensive treatment plan.

Task reduction – Reducing the demands put upon the individual in an effort to avoid or decrease frustration levels.

Transitions - May refer to changes from one activity or setting to another such as from an early childhood program to school or from a preferred play activity to a work activity. Transitions are typically very difficult for individuals with ASD, particularly unplanned or abrupt transitions.