Applied Behavior Analysis (ABA): A style of teaching which uses a series of trials to shape a desired behavior or response. Skills are broken down into their simplest components and then taught to the individual through a system of reinforcement.
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Diagnostic and Statistical Manual (DSM-IV): The official system for classification of psychological and psychiatric disorders prepared by and published by the American Psychiatric Association.
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Individualized Educational Program (IEP): A program that identifies the student’s specific learning expectations and outlines how the school will address these expectations through appropriate special education programs and services. It also identifies the methods by which the student’s progress will be reviewed. For students 14 years or older, it must also contain a program for the transition to postsecondary education, or the workplace, or to help the student live as independently as possible in the community
Picture Exchange Communication System (PECS): PECS is an alternative communication system that uses picture symbols. It is taught in six phases starting with a simple exchange of a picture symbol for a desired item. Individuals learn to use picture symbols to construct complete sentences, initiate communication, and answer direct questions.
Visual Supports: Written words, pictures and/or icons that convey information in visual medium. Individuals with autism are typically visual learners and conveying information visually assists with comprehension.
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Early Intensive Behavioral Intervention (EIBI): A fairly generic term for applied behavioral analysis (ABA-based) interventions, the focus is on very young children with autism, usually younger than five, and often younger than three. The intensity of intervention is significant in number of hours and in the ratio of child to instructor.
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Relationship Development Intervention (RDI): a parent-based intervention program where parents are provided the tools to effectively teach Dynamic Intelligence skills and motivation to their child.
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Sensory Integration (SI): This is a term applied to the way the brain processes sensory stimulation or sensation from the body and then translates that information into specific, planned and coordinated motor activity.
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T.E.A.C.C.H. (Treatment and Education of Autism and Related Communication Handicapped Children): This is a therapeutic approach broadly based on the idea that individuals with autism more effectively use and understand visual cues. It focuses on promoting dependence by using items such as picture schedules to break down tasks step-by-step. This enables an individual to better comprehend and perform the task independently. This approach often aids receptive communication and sequential memory.
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Theory of Mind: The ability to understand that others have beliefs, desires and intentions that are different from one’s own.
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Verbal Behavior: A program of applied behavior analysis that focuses on teaching verbal behavior through a collection of highly effective teaching procedures taken from the science of behavior analysis.
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Developmental, Individual Differences, Relationship-based (DIR): A comprehensive, interdisciplinary approach that focuses on the emotional development of the child. It takes into account the child’s feelings, relationships with caregivers, developmental level and individual
Pivotal Response Training: An intervention based on the principles of applied behavior analysis (ABA). Two pivotal behaviors, motivation and responsivity to multiple cues are taught. These behaviors are central to a wide area of functioning and positive changes in these behaviors should have widespread effects.
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Positive Behavior Supports: The broad enterprise of helping people develop and engage in adaptive, socially desirable behaviors and overcome patterns of destructive and stigmatizing responding.
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