This glossary is a collection of ABA terms that are helpful to know as a professional or parent. I try to keep my blog as jargon-free as I can, because I want it to be accessible to many. However from time to time I may use some of these terms on the blog. If all you know of ABA coursework sensory development of children of early age a treatment for young children with Autism, I highly recommend you further your reading and study of the field.
ABA at its core is a way to teach, manage, 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. There are many ways to implement or carry out ABA. ABA Therapist- This is the term I use on my blog to describe anyone who provides ABA therapy to a learner, in a direct staff role. I have seen all kinds of terms used to label the direct staff, such as ABA tutor, ABA technician, Clinical assistant, Services provider, etc, however I most often use the term ABA Therapist. A comprehensive assessment and curriculum planning tool created by Drs.
This tool allows you to assess across 25 varied domains to get a complete snapshot of a child’s functioning level, strengths, and deficits. Domains include self help skills, gross motor skills, receptive skills, group instruction, etc. ABC’s of Behavior- Also known as the Three Term Contingency, ABC’s of behavior is a tool used to determine the function of any behavior. The A is for antecedent, the B is the actual behavior, and C is the consequence. A target that is in the process of being taught. This behavior is not yet a known skill.
Antecedent- In behavior analytic terms, an antecedent is simply what happened right before the behavior. These individuals can often go undiagnosed until they are older, since common hallmarks of Autism may not be present or as obvious. Autism Spectrum Disorders- According to the DSM- V, these are defined as persistent deficits in social communication and social interaction across multiple contexts, and there is a severity level rating system based on the intensity of supports the individual needs to function. BCaBA- This is the board certification required for a person to become a Behavior Analyst, and it is recognized worldwide. 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. 2015, that the person has passed a rigorous exam. Currently, the RBT is not a requirement to work as direct ABA staff, but things are likely headed in that direction. In the field we refer to something called the “Dead Man’s Test”: If a dead man can do it, it ain’t behavior. So “being quiet” is not a behavior because a dead person can “be quiet”. Bio- Medical Approach- The bio- medical approach to treating Autism is based on treating the biological causes of, or issues associated with Autism, such as heavy metals or an over growth of yeast.
Used to teach multi-step skills in which the steps involved are defined through task analysis, and each separate step is taught to link together the total “chain”. Can be either done by backward, forward, or total task analyses. Child”- My blog is primarily directed towards people who teach or are a caregiver for children with Autism, so I tend to use the general term “child” instead of person, adolescent, or individual. Developmental Age- Chronological age is the actual age calculated by birthdate. For example a 7 year old child diagnosed with Autism could have the developmental age of a 3 year old.
Co-Morbidity- This means having multiple diagnoses as the same time, such as being diagnosed with Autism, OCD, and an Anxiety Disorder. Consequence- In behavior analytic terms, a consequence is simply what happens after the behavior. Typically this is a BCBA level individual with extensive experience and training in running an ABA program. Contained Classroom- A contained, or self -contained, classroom is a classroom that has only special needs children. These classrooms have a smaller teacher to student ratio than an inclusive classroom. Typically these classes are taught by Special Education teachers and include at least 1 specially trained paraprofessional.