ADEPT Glossary of Key Terms

A-B-C (Antecedent-Behavior-Consequence) – The three-part

equation for success in teaching.
Antecedents (A) – Anything that occurs before a behavior or
a skill. When teaching a skill, the antecedents include the place,
the teaching materials, who is there during the teaching, and how
instruction is given.
Behavior (B) – Anything that your child actually DOES. A
behavior is an observable act. For skills teaching, the behavior is
the specific skill that you have chosen to teach.
Consequence (C) – Anything that follows the behavior and
increases, or decreases, the chances that the behavior will occur
again in the future. For skills teaching, you want to have a
consequence that will INCREASE the behavior that you are
teaching; this type of consequence is called a reinforcer.

Antecedent – (See A-B-C.)

Anticipatory Prompt – (See Error Correction.)

Applied Behavior Analysis (ABA) – The science of applying

experimentally derived principles of behavior to improve socially
significant behavior. ABA takes what we know about behavior
and uses it to bring about positive change (Applied). Behaviors are
defined in observable and measurable terms in order to assess
change over time (Behavior). The behavior is analyzed within the
environment to determine what factors are influencing the behavior
(Analysis).

Approximations – Small steps toward the completion of a skill.

Asperger, Hans – (See Asperger Syndrome.)

Asperger Syndrome (AS) – Asperger Syndrome is named after
Austrian pediatrician Hans Asperger who, in 1944, identified a set
of unique social and behavioral characteristics in a group of
children. Today, AS is one of several Autism Spectrum Disorders
(ASD) that are characterized by difficulties in social interaction
and by restricted, stereotyped patterns of behavior, interests, and
activities. AS differs from other Autism Spectrum Disorders in
two ways. Those diagnosed with AS meet the early milestones for
language development and have normal to above-normal cognitive
abilities. Although not mentioned in standard diagnostic criteria,
motor clumsiness and atypical use of language are frequently
reported.

Autism Spectrum Disorder (ASD) – Autism Spectrum Disorder

is the term used to describe a group of neurobiological Pervasive
Developmental Disorders (PDD) that are characterized by specific
impairments in social interaction and communication and that
cause restricted and repetitive patterns of behavior. The diagnostic
labels of ASD range from the milder – including Asperger
Syndrome (AS) and Pervasive Developmental Disorder Not
Otherwise Specified (PDD-NOS) to the moderate Autistic
Disorder (AD) and the more severe AD with co-existing disorders
such as intellectual disability.

Autistic Disorder (AD) – Autistic Disorder is sometimes referred

to as early infantile autism or childhood autism. Children with AD
have a moderate to severe range of difficulties in the areas of both
verbal and nonverbal communication, reciprocal socialization, and
restricted routines, rituals, and patterns of behavior. Many
resources indicate that approximately 70% of children with Autism
also have cognitive delays. This disorder is four times more
common in boys than in girls.

Back Step – (See Error Correction.)

Backward Chaining - (See Chaining.)

Behavior (B) – (See A-B-C.)

Chaining – The way in which different steps or sub-skills are put

together into a sequenced, more complex skill. This can be done
using forward chaining or backward chaining techniques.
Forward Chaining – Hooking each step or behavior
together in the “normal” sequence, starting with the first step. The
child is rewarded for learning the first step until it is mastered, and
then is rewarded for learning the first two steps until they are
mastered, and so on.
Backward Chaining – Hooking together a task by starting
with the last step and moving sequentially backwards toward the
first step. The child is rewarded for completing the last step until it
is mastered, and then is rewarded for learning the last two steps
until they are mastered, and so on.

Consequence (C) – (See A-B-C.)

Contingent Rewards – Rewards that are ONLY given after the

attempt is made or the task is completed. It is important to use the
rewards only when the desired behavior occurs.

Continuous Reinforcement – (See Reinforcement.)

Controlled Guidance – (See Prompting.)

Deprivation – Withholding of a reward can make someone want

to work to get more of it, meaning that motivation is higher.

Discrete Trial Teaching (DTT) – Using direct instruction to teach

very specific skills.
Error Correction – The process of providing the child with
enough information to get it right on the next try.
Anticipatory Prompt – Used when a consistent pattern to
the error is observed. In the next session, the error is anticipated,
and the appropriate level of prompting is used toward mastery.
Anticipatory prompts prevent the error from continuing to occur.
Back Step – This error correction strategy (used in sequential
learning) takes the child back to the last step just prior to the error
and begins the sequence again with appropriate prompting.

Errors – Errors are usually due to insufficient learning, confusion,

or distraction. They should be handled using an error correction
strategy rather than punishment or discipline.

Extinction – (See Reinforcement.)

Fixed Ratio Schedule – (See Reinforcement.)

Forward Chaining – (See Chaining.)

Free Access Rule – Not wanting to work for what can be gained
for free. If you plan to use something as a reward, your child
should not have free access to it at other times.

Full Physical Assistance/Hand-Over-Hand Prompting – (See

Prompting.)

Generalization – The expansion of a child’s performance of a task

or skill beyond the initial conditions that you set for learning it.
Generalization can occur across people, places, and materials used
for teaching.

Gestural Prompting – (See Prompting.)

High Functioning Autism (HFA) – High Functioning Autism is a
term often used to describe an individual who meets all the criteria
for Autistic Disorder by 36 months of age but who has average
cognition and develops language skills to allow for successful
functioning. Although the term HFA is frequently used by parents
and professionals, it is not a diagnostic category in the DSM-IVR
and, therefore, should be used with caution.

Incidental Teaching – (See Student Initiated Teaching.)

Intellectual Disability (formerly Mental Retardation) – A

disability characterized by significant limitations both in
intellectual functioning and in adaptive behavior. This disability
originates before the age of 18.

Intermittent Reinforcement – (See Reinforcement.)

Kanner, Leo – An Austrian psychiatrist and physician known for

his work related to Autism. His 1943 paper, “Autistic
Disturbances of Affective Contact”, together with the work of
Hans Asperger, forms the basis of the modern study of Autism.

MRI (Magnetic Resonance Imaging) – MRI is a diagnostic

procedure that uses a combination of a large magnet, radio
frequencies, and a computer to produce detailed images of organs
and structures within the body. An MRI is often used to examine
the organs and soft tissues, to assess blood flow, to detect tumors
and diagnose many forms of cancer, to evaluate infections, and to
assess injuries to bones and joints. The most consistent MRI
finding in Autism is that the brain is enlarged.

Mental Retardation – (See Intellectual Disability.)

Modeling – (See Prompting.)

Neurodevelopmental Disorder – An impairment of the growth
and development of the brain or central nervous system. Autism
Spectrum Disorders (ASD) are considered to be
neurodevelopmental in origin.

Noncompliance – Noncompliance is usually due to the child not

wanting to learn at that moment. It is a motivational issue – not an
error. If this happens, think about how to better motivate your
child with reinforcement.

Non-verbal Communication – The communication that takes

place outside of the literal spoken words. Non-verbal
communication includes gesture, body language, posture, facial
expression, eye contact, use of objects, voice quality, emotion,
speaking style, and intonation.

Order Specificity – The ordering, categorizing, or arranging of

objects or items in a self-determined order.

Partial Physical Prompting – (See Prompting.)

Partial Task Sequential Teaching – (See Sequential Teaching

Format.)

Pervasive Developmental Disorder (PDD) – First used in the

1980s to describe a class of disorders that commonly include
impairments in social interactions, imaginative activity, verbal and
nonverbal communication skills, and a limited number of interests
and activities that tend to be repetitive. Five disorders are
identified in the DSM-IV under the category of PDD: Autistic
Disorder, Rett’s Disorder, Childhood Disintegrative Disorder,
Asperger Disorder, and Pervasive Developmental Disorder Not
Otherwise Specified (PDD-NOS). Parents may notice symptoms
of PDD as early as infancy, and typically onset is prior to 3 years
of age. PDD refers to a category of disorders and is not a
diagnostic label.

Pervasive Developmental Disorder – Not Otherwise Specified

(PDD-NOS) – A disorder listed in the DSM-IV under the class of
Pervasive Developmental Disorders. To be diagnosed with PDD-
NOS, an individual either does not fully meet the criteria of
symptoms clinicians use to diagnose any of the four specific types
of PDD and/or does not have the degree of impairment described
in any of the other four PDD specific types.

Positional Prompting – (See Prompting.)

Prerequisite Skills – (See Sub skills.)

Probing – Assessing where the child is on each step of the skill

being taught. You usually probe a skill to see how much help your
child needs before you actually begin formal teaching. Probing
tells you what prompts are needed and gives you a starting point
(or BASELINE) from which to work.

Prompt Fading – The process of eliminating the prompt and

allowing the natural situation to take the place of having to provide
the prompt. Methods of prompt fading include decreasing the
intensity of the prompt, graduated guidance, and using a time
delay.

Prompt Hierarchy -- A list or series of prompts that you will use.

Prompting can move from most to least intrusive (used when
teaching a skill) or from least intrusive to most (used when
assessing a level of confidence).

Prompting – Any additional help or assistance that is provided to

insure that the child will get the correct response or produce the
correct behavior. Prompting is also referred to as controlled
guidance. Prompts should be temporary so that the child is able to
get to a level of independence; it is important to have a plan to fade
the prompts as appropriate for independence.
Full Physical Assistance/Hand-Over-Hand Prompting –
Guiding the child through the entire behavior to ensure success in
every step.
Gestural Prompting – Using gestures (like pointing) to
“nudge” a child into performing a behavior.
Graduated Guidance – Prompting that begins with the least
intrusive approach and then moves to full physical prompting.
Modeling – Demonstrating what you want the child to do;
this requires that the child is able to imitate your actions.
Partial Physical Prompting – Providing some physical
guidance for the child with minimal assistance and only as needed.
Positional Prompting – Placing the needed item closer to
your child or in a sequence so that he or she will choose that item.
Verbal Prompting – Using your words to tell your child
what to do. This is the most common type of prompting, but it is
also the most difficult type to fade. Direct Verbal Prompting is
when you literally state what you want your child to do (such as,
“Turn off the water.”. Indirect Verbal Prompting is when you give
a hint with your spoken words but don’t literally state what your
expectation is (such as, “What’s next?”).

Reinforcement – The delivery of a reward following an action; a

motivating consequence to the child’s learning of new skills.
Continuous Reinforcement – Continuously reinforcing a
behavior so that it will be strengthened.
Extinction – When a learned behavior is no longer
reinforced, and it eventually fades away.
Fixed Ratio Schedule – A delivery schedule for
reinforcement that is determined in advance and is based on the
number of steps or times the child does the desired behavior.
Intermittent Reinforcement – The rewarding appears to be
random – i.e. your child does not know when the reinforcing will
happen but is certain that it will eventually appear. This creates
strong effort and MAINTAINS the learned skill.
Variable Ratio Schedule – A delivery schedule of
reinforcement that is based on the average number of times that a
behavior is shown. For example, you give the reward every 3rd or
4th time, on average, that your child does what you have asked.

Reinforcer Inventory – A list (or menu) of motivating rewards

that the child responds to and values.

Reinforcers – Preferred rewards that create eager learners.

Types of Reinforcers – Types of reinforcers include:
edibles, social rewards (and sensory-social rewards), activity
rewards, tangible rewards (the items that the child wants to hold
onto or possess), and token rewards (things that can be traded in
for other things – like money, tickets, or points).

Reinforcer Sampling – The process of placing possible

reinforcers in front of the child and letting him or her choose one
so that you know, at that moment in time, which is most
motivating to the child. This is often done just prior to teaching a
new skill.

Satiation – Too much of a certain reward can lead to not wanting

it anymore and can cause low motivation.

Self Stimulating Behaviors – (also known as Stimming)

Repetitive body movements (such as rocking, spinning, or hand-
flapping) that are thought to stimulate one or more senses.

Sequential Teaching Format – Taking several sub-skills that

have been taught and hooking them together to form a sequence of
responses that become the big skill being taught.
Partial Task Sequential Teaching – In this format, a
portion of the task is presented and taught separately from the skill
or routine and, once mastered, is plugged back into the more
complex task or routine.
Whole Task Sequential Teaching – In this format, the task
or skill is taught in its entire sequence every time it is taught.

Seizures – Uncontrolled electrical activity in the brain which may

produce a physical convulsion, minor physical signs, thought
disturbances, or a combination of symptoms.

Shaping – The process of reinforcing or rewarding closer and

closer approximations toward the desired goal or behavior.

Stereotyped Behaviors – Frequent, almost mechanical repetition

of the same posture, gesture, movement, or form of speech.

Stimming – (See Self Stimulating Behaviors.)

Student Initiated Teaching – Also called Incidental Teaching;

teaching and learning occur within natural settings and
motivational contexts.

Sub skills – The basic, core readiness skills that need to be taught
before teaching the main skills that will be taught. These
prerequisite skills always need to be taught first.

Task Analysis (TA) – A list of steps (or sub skills) for each skill
to be taught. A task analysis helps the teacher to be consistent with
the teaching and helps identify where some of the difficult steps
are for the child.

Transition Cue – A verbal or visual cue that lets the child know
that a new expectation is going to occur.

Transition Plan – A plan for getting a child into and out of a

teaching session.
Types of Reinforcers – (See Reinforcers.)

Variable Ratio Schedule – (See Reinforcement.)

Verbal Communication – The spoken words in a communication

setting.

Verbal Prompting – (See Prompting.)

Visual Schedule -- Pictures, charts, or lists showing the child the

order of activities or events and letting the child know in advance
the transitions that will take place.

Whole Task Sequential Teaching – (See Sequential Teaching

Format.)