Law of Effect (Thorndike)

The Law of Effect is a psychology principle advanced by Edward Thorndike that states that behaviors that produce a satisfying effect (i.e., a pleasant consequence) in a particular situation become more likely to occur again in that situation, and behaviors that produce a discomforting effect (i.e., an unpleasant consequence) become less likely to occur again in that situation. Thereby, a pleasurable after-effect will strengthen the action / behavior that yielded it and a punishing after-effect will weaken the action / behavior.

Least Restrictive Environment (LRE)

Least Restrictive Environment (LRE) is a guiding principle for the Individuals with Disabilities Education Act (IDEA). The LRE determines where a student will spend their time in school and how special education services will be provided. The LRE requirement within IDEA states that students with disabilities should receive their education alongside their peers without disabilities to the maximum extent appropriate and that students with disabilities should not be removed from the general education classroom unless learning cannot be achieved, even with the use of supplementary aids and services. The LRE for a student is determined on a case-by-case basis during the development of an Individualized Education Plan / Program (IEP).

Maintenance

Maintenance is the ability of a child to demonstrate previously acquired skills over time and over durations in which the reinforcement has been reduced to a level below what was used to reinforce the skill initially.

Mand

A mand is a request made by the speaker (a “demand”) for a want or need. Mands are prompted by motivating operations due to being deprived of or satiating a stimulus. They are reinforced by receiving the requested item/action. 

Manifestation Determination Hearing

A manifestation determination hearing, also known as an Individualized Education Plan / Program (IEP) team meeting, is a meeting that occurs after a child with a documented disability is recommended for suspension or expulsion due to violation of a school code of conduct. The purpose of the meeting is to determine whether the behavior is a result of the student’s disability, and to subsequently determine whether the student should face disciplinary action or have their school placement reviewed. The school district gathers and assesses information regarding the student’s behavior through teacher observations, previous evaluations, as well as through medical diagnoses and the child’s IEP or 504 Plan. 

Meltdown / Shutdown

A meltdown (also known as a “shutdown” in some instances) is an involuntary response to neurological sensory overload (as opposed to a tantrum, which is a willful behavior). It is important to note that meltdowns are not purposeful behaviors, are generally related to a trigger, and do not need an audience to manifest (as opposed to tantrums, which are behaviors displayed for an audience). Meltdowns are not restricted to children. Teenagers and adults with ASD can also experience meltdowns. Examples of meltdown triggers include social demands, frustration (e.g., frustrations over expectations to perform activities and behave within conventional norms), embarrassment, challenges with communication (e.g., failed attempts to be understood, failed attempts to understand the others), emotional triggers, neurological overload, neurological difficulty adjusting to even minor deviations from routine, sensory (e.g., auditory, olfactory, tactile, visual, gustatory) overload, and overwhelming aversive sensory stimuli. When exposed to certain triggers, individuals with ASD can reach sensory, emotional, or information overload, which can be visually observed as a variety of external behaviors that may appear similar to a tantrum (e.g., crying, shouting), or as a complete shutdown and withdrawal where the individual stops moving or making sounds. If you are unsure whether your child’s behavior is a meltdown, ask yourself some of the following questions:

• Did my child become unusually quiet, irritable (possibly including aggression or shouting), fidget or stim more often than usual, get frustrated over small things, and / or have trouble focusing? If yes, this is probably a meltdown. 
• Is my child’s behavior the result of sensory overload, change in routine or schedule, or other stressor? If yes, this is probably a meltdown. 
• Did my child cover their eyes or their ears in order to limit sensory input? If yes, this is probably a meltdown. 
• Did my child’s behavior last quite a while and did they need some significant time to calm down and regroup? If yes, this is probably a meltdown. 

Further information for understanding a meltdown is available here.

Motivating Operations/Four-Term Contingency

Four-term contingency, or Motivating Operations (MO), follows the same basic structure as three-term contingency (antecedent-behavior-consequence or ABC) but includes the addition of the MO. The MO is an event or condition that alters the value of the consequences and the probability of the behaviors that have been previously associated with those specific consequences. The MO can be an establishing operation (EO), which renders the individual more likely to want the reinforcer, or an abolishing operation (AO), which renders the individual less likely to want the reinforcer. The MO takes into account the motivation for the individual and their behavior. This motivation plays a significant role in increasing or decreasing the behavior. It also considers events or things that may have happened before the antecedent was ever presented. 

Mouthing

Mouthing is the behavior of placing inedible items (for example, toys) in the mouth for the purpose of sensory self-regulation. Depending on the child, licking items could also be considered mouthing.