Glossary Terms

Negative punishment occurs when a positive reinforcer is removed following a behavior, with the intent to decrease the future probability of that behavior occurring. This method focuses on reducing undesirable behaviors by taking away something the individual finds rewarding or enjoyable. Example If a student is playing a video game and begins yelling at other […]

Stimulus Equivalence refers to a situation in which an individual demonstrates that different stimuli are related to each other in specific ways, without direct teaching for all relations. It involves three key components: reflexivity, symmetry, and transitivity. When these components are demonstrated, a group of stimuli is considered to be equivalent, meaning the learner can

Transitivity is a concept in derived relational responding and stimulus equivalence. Transitivity occurs when a learner demonstrates that if Stimulus A is related to Stimulus B, and Stimulus B is related to Stimulus C, then the learner can infer that Stimulus A is also related to Stimulus C without direct training on this relationship. Example

Symmetry is a concept in derived relational responding, particularly in stimulus equivalence. Symmetry refers to the learner’s ability to reverse a trained relation between two stimuli. In other words, if the learner is taught that Stimulus A is related to Stimulus B (A = B), they can demonstrate symmetry by understanding that Stimulus B is

In Applied Behavior Analysis (ABA), reflexivity is a concept in derived relational responding, particularly within stimulus equivalence. Reflexivity refers to a learner’s ability to match a stimulus to itself without any prior training. This means that the individual can identify that a given stimulus is identical to another instance of that same stimulus. Example If

Naturalistic Training Procedures involve teaching skills within the context of natural environments, such as during play or everyday routines, rather than structured settings. These procedures are designed to promote generalization and are often child-led, allowing learning to take place through naturally occurring interactions and activities. Example During snack time, a parent may use Naturalistic Training

Most-to-Least Prompt Fading is a strategy where the most intrusive prompt (e.g., physical guidance) is provided at the start of instruction to ensure the learner makes the correct response. Over time, the prompts are gradually faded out, meaning less assistance is given as the learner becomes more independent. Example A teacher is teaching a child

Momentary Time Sampling (MTS) is an observation method used to record whether a specific behavior occurs or does not occur at the precise moment an interval ends. This method involves observing the learner at the end of each interval and marking a “+” if the behavior is happening at that moment or a “−” if

A model prompt is a type of prompt where the correct or desired behavior is demonstrated to the learner. The learner observes the modeled behavior and is then expected to imitate or reproduce the response. Example A teacher wants to teach a student how to wave goodbye. The teacher raises their hand and waves while

Maintenance refers to the ability of a learner to continue performing a previously mastered skill over time, even after direct teaching or intervention has been reduced or removed. It assesses whether the skill is retained without frequent prompting or reinforcement. Example A student was taught to count to 100 by tens. After mastering this skill,