Decoding Behavior Analysis for everyday life.

A science-based therapy that helps children improve communication, social skills, daily living skills, and behavior.

A way of recording behavior by tracking the Antecedent (what happened before), Behavior, and Consequence (what happened after).

What happens right before a behavior occurs.

A formal evaluation completed by a BCBA to determine strengths, needs, and treatment goals.

Behavior that happens to gain attention.

Official approval from insurance or NJ Medicaid to begin or continue services.

Behavior that feels good or stimulating on its own (not dependent on others).

Teaching a skill by completing most of the steps for the child and teaching the last step first.

The starting level of a skill before therapy begins.

A master’s-level clinician who designs and supervises ABA programs.

Works under a BCBA to support assessment and supervision.

Any observable action, including communication and social interaction.

The reason a behavior happens (attention, escape, access to items, or sensory input).

A written plan to reduce challenging behaviors and teach safer alternatives.

Teaching parents strategies to support therapy goals at home.

Documentation written after sessions describing what occurred.

Ongoing oversight by a BCBA.

Following instructions or expectations.

What happens immediately after a behavior.

Tracking performance during sessions.

Using data to guide treatment changes.

Reinforcing desired behaviors while not reinforcing undesired ones.

A structured teaching method using clear instructions and reinforcement.

Teaching a child to respond differently to different instructions or situations.

How long a behavior lasts.

Services for children under age 3 with developmental delays.

Repeating what someone else says.

Teaching in a way that prevents mistakes by providing enough support from the beginning and gradually reducing help.

Behavior that helps a child avoid or escape a task.

Stopping reinforcement so a behavior decreases.

A temporary increase in behavior when reinforcement is first removed.

Gradually reducing prompts to build independence.

Performing a skill accurately and quickly.

Teaching a skill step-by-step by starting with the first step and teaching the remaining steps as prompts.

How often a behavior occurs.

An evaluation to determine why a behavior is happening.

The purpose the behavior serves for the child.

Using a learned skill in different places and situations.

When a skill is performed independently and consistently.

Visual charts that show progress over time.

A school-based special education plan.

Participating in general education settings.

A strategy used to teach or change behavior.

Approval required before services begin.

The time between an instruction and when the behavior begins.

Starting with the least amount of help and increasing support only if needed.

Continuing to use a skill after it has been learned.

Checking if a mastered skill is still retained over time.

A request (e.g., asking for water).

The level a child must reach before a goal is considered complete.

Proof that therapy is required to treat a diagnosed condition.

Demonstrating a behavior for imitation.

Updated goals based on progress.

Starting with the most support and gradually reducing help as independence increases.

Something that increases or decreases how much a child wants something at that moment (e.g. Being thirsty increases the value of water).

Teaching skills during play and daily routines.

Removing something desirable after a behavior so the behavior decreases (e.g. Losing screen time after hitting).

Removing something unpleasant after a behavior so the behavior increases (Increases behavior, it is NOT punishment).

Refusal or failure to follow an instruction.

Building a positive relationship between therapist and child.

Learning by watching other children.

Another term for a treatment plan.

A review done by the insurance company before ABA services start to make sure therapy is medically necessary and covered.

Adding something unpleasant after a behavior to decrease it (e.g Extra chores after breaking a rule)

Adding something rewarding to increase behavior.

A structured way to identify what motivates a child.

Assistance provided to help complete a task.

Levels of help from most to least supportive.

Reducing prompts over time.

Frequency of behavior over time.

Anything that increases the chance a behavior will happen again.

Identifying what motivates a child.

A safer or more appropriate behavior taught instead of a challenging one.

Removing a privilege after a behavior.

When a child uses different but similar behaviors to achieve the same goal.

Therapist providing direct ABA services.

Renewed approval from insurance.

Working with teachers and school teams.

Teaching a child to monitor their own behavior.

Teaching a skill step-by-step.

Teaching appropriate peer interaction.

Anything that triggers a response.

When behavior happens only in specific situations.

When a skill transfers across different settings or materials.

Mandated BCBA oversight hours.

Behavior that happens to get access to a preferred item.

Breaking a skill into smaller steps.

Structured learning opportunities.

Earning tokens for rewards.

Teaching all steps of a task during each attempt, providing help as needed for any step.

Delivering therapy exactly as written.

Written goals and service recommendations.

An approach to teaching communication skills.

Pictures or written schedules showing daily activities.

Medicaid programs that provide additional support services.