Behavior Chaining: A specific sequence of discrete responses, where the completion of each response simultaneously acts as a reward (conditioned reinforcer) for the preceding action and a cue (discriminative stimulus) to engage in the next response.
Example: Teaching a child to use a vending machine. They execute a sequence: insert dollar, press button, grab snack, enjoy food. Each completed step cues the next step.
Discriminative Stimulus: The specific environmental cue or instruction that signals to the learner that reinforcement is available if they perform a certain behavior.
Example: The therapist places a math worksheet on the desk and says, "Time for math." This instruction signals to the learner that finishing the worksheet will result in earning iPad time.
Echoic: A vocal response where the learner repeats exactly what they just heard someone else say.
Example: The therapist holds up a toy car and says, "Car." The child immediately repeats, "Car." The therapist praises them, "Great repeating!"
Elopement: A clinical term for wandering, running away, or leaving a supervised area without permission.
Example: During a transition from the playground to the classroom, a student suddenly bolts away from the teacher and runs toward the parking lot.
Extinction: The process of withholding reinforcement for a behavior that was previously rewarded, with the ultimate goal of reducing that behavior.
Example: A child usually screams to get their parent's attention, and the parent always stops to comfort them. Under extinction, when the child screams, the parent intentionally avoids eye contact and does not speak to them, removing the attention reward.
Extinction Burst: A temporary, sharp increase in the frequency, intensity, or duration of an unwanted behavior when an extinction procedure is first initiated.
Example: On day two of the screaming extinction plan, the child screams twice as loud, cries, and stomps their feet for 20 minutes straight. This is a temporary spike because their usual behavior is no longer working.
Generalization: The critical ability of a learner to apply a newly mastered skill across different settings, people, and situations.
Example: A child learns to tie their shoes with their therapist at the clinic table. They then successfully tie their shoes at home with Mom, and at school with their teacher.
Intraverbal: A conversational response where a person answers a question, completes a fill-in-the-blank statement, or discusses things not present.
Example: The therapist sings, "Twinkle, twinkle, little..." and stops. The child fills in the blank by saying, "Star!"
Mand: A verbal or behavioral request used to ask for a desired item, activity, or need (derived from "command" or "demand").
Example: A child wants juice. They point to the refrigerator and say "Juice!" The therapist hands them a cup of juice.
Prompting: Providing assistance or hints (such as a physical guide, gesture, or verbal cue) to help a learner successfully complete a task.
Example: The child is learning to write the letter "A." The therapist places their hand over the child's hand (hand-over-hand physical prompt) to guide the pencil through the strokes.
Shaping: A teaching technique that involves reinforcing gradual, step-by-step improvements toward a final target skill.
Example: A child cannot say "bubble." First, the therapist rewards them for just saying "buh." Once consistent, they only reward "bub." Finally, they only reward the full word "bubble."
Stimming (Self-Stimulatory Behavior): Repetitive physical movements or sounds (like hand-flapping or rocking) that help an individual self-soothe or regulate sensory input.
Example: When a child gets highly excited about a spinning toy, they rapidly flap their hands near their chest and hum a high-pitched tone to process the sensory excitement.
Tact: A verbal label for an object, action, sensory detail, or event happening in the immediate environment.
Example: While looking out the window, a child points at the sky and says "Airplane!" The therapist responds, "Wow, yeah! It's flying high!"
Task Analysis: Breaking down a complex, multi-step skill (like washing hands or tying shoes) into tiny, manageable sequential steps.
Example: Breaking down the complex skill of putting on a coat into a list: 1. Pick up coat by the collar, 2. Slide left arm into sleeve, 3. Slide right arm into sleeve, 4. Pull coat up onto shoulders, 5. Grab zipper, 6. Zip it up.
We hope this helped provide a little clarity. Don't be afraid to ask your RBT or BCBA what a term means. Progress happens best when everyone works in unison.
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