Satiation

Satiation is when a reinforcer loses its effectiveness due to overuse. 

Scrolling

Scrolling is when an individual responds to a stimulus by either receptively or expressively linking several responses together. The individual is unsure which is the correct answer and gives multiple answers hoping that the correct answer will be part of the linked responses, in order to receive the reinforcer. An example of scrolling is if the individual is shown a photo of a firefighter and is asked, “Who is this?” and the child responds by saying, “Doctor, Teacher, Firefighter.” Scrolling typically occurs when an error is paired with a target and is reinforced, and when the error is not corrected properly. An individual may also sometimes do scrolling to emit a behavior (not just give an answer) that was previously reinforced in order to receive their reinforcer.

Self-Injurious Behavior (SIB)

Self-injurious behaviors (or SIBs) are actions that an individual performs that result in physical injury to the body. Typical forms of self-injurious behavior include: hitting oneself with hands or other body parts, head-banging, biting oneself, picking at skin or sores, etc. SIBs serve specific functions in ASD. They may originate for different reasons, such as communication struggles, frustration, escape, avoidance, pain, sensory issues, a combination of these, etc. 

Sensory Stimulation (Self-Stimulating Behaviors, Stimming, Stereotypic / Repetitive Behavior)

Often referred to as “Stimming” or "Stims," sensory stimulation encompasses behaviors that are self-initiated, often repetitive movements (e.g., rocking, vocalizations, flapping, spinning, finger-flicking, manipulation of inanimate objects, etc.) that can be vocal or motoric. Also known as self-stimulating behaviors, these are behaviors that a child will execute in response to anxiety, tactile defensiveness, to regulate emotions, to display strong emotions such as happiness or stress, to help focus, or to soothe themselves in response to an ongoing negative stimulus. Sensory stimulation can include auditory stimming (i.e., humming, repetitive speech), tactile stimming (i.e., skin rubbing, opening and closing their fists), visual stimming (i.e., prolonged staring or gazing at objects, repetitive blinking), vestibular stimming (i.e., rocking, spinning), and olfactory stimming (i.e., sniffing things, licking things). Self-stimulation is often done by the child to regulate themselves rather than inflict harm upon themselves. In some cases, a child may engage in self-injurious actions as a non-verbal method of communicating their emotions and help others observe these emotions. 

Shaping

Shaping is a procedure where a skill is reinforced or rewarded in small increments that eventually build up to the end goal. For example, if you are teaching a child to empty the dishwasher, you can start by having them unload and put away plates only, and reinforce this first step. The next step is added to the first step (in this example, putting away cups plus putting away plates after which a reinforcer is given). This process is continued until the child is able to complete the entire task to reach the end goal (in this case, emptying the entire dishwasher and putting away all dishes).

Skill

A skill is a learned behavior or action that an individual executes in response to a stimulus. Skills are typically desirable behaviors or actions that an individual acquires.

Skill Acquisition

Skill acquisition refers to the development of a new preferred / desirable skill or increase in the frequency of a specific preferred skill, for example, raising your hand before speaking. In ABA, skill acquisition is achieved by following a skill acquisition plan, which is an important component of the task list.

Skill Acquisition Plan

A skill acquisition plan or program is a component of an ABA task list (also known as an RBT task list). The skill acquisition plan guides the primary steps that will be used to help an individual acquire a particular skill, including tools that will be used (for example, (stimulus, rewards, flashcards, prompts, etc.) and methods that will be implemented to teach the skill (for example, discrete trial training, token economy, etc.). The skill acquisition plan provides an outline of the entire process involved with teaching an individual to acquire a functional skill, such as cooking a meal. 

Stimulus (Conditioned, Unconditioned, Neutral)

A stimulus is something (action, event, or other occurrence) that causes a person to behave or respond in a particular way. A neutral stimulus (NS) does not elicit a response. An unconditioned stimulus (US) elicits a reflexive response (out of the individual’s control). A conditioned stimulus (CS) elicits a new or acquired response to the (conditioned) stimulus that previously did not cause a response. A NS becomes a CS through repeated pairing with an US. 

Stimulus Control

Stimulus control is when an individual’s response or behavior to a specific antecedent stimulus occurs more often in the presence of the stimulus than in the absence of the same stimulus.

Spontaneous Recovery

Spontaneous recovery occurs when an undesirable or maladaptive behavior that has been eliminated for a period of time (i.e., after successful extinction of the undesirable behavior) suddenly reemerges. Care should be taken as to not inadvertently reinforce the undesirable behavior during spontaneous recovery.