Antecedent: A stimulus (i.e. a verbal cue, activity, event or person) that immediately precedes a behavior. This stimulus may or may not serve as discriminative for a specific behavior.

Antecedent Strategy: Synonymous with antecedent-related interventions. The modification of events that immediately precede problem behaviors. Examples include changes in the physical setting, curriculum, or schedule.

Antecedent-Related Interventions: Strategies that include the modification of events immediately preceding problem behavior. Examples include changes in the physical setting, curriculum, or schedule.

Curricular Modifications: Adjustments made to academic activities within a school setting to meet the needs one student or a class. These antecedent interventions are not exclusive to school settings and can be used in a variety of home, school, and other community settings.

Curricular Variables: The individual elements that make up a total academic activity. These elements can be manipulated in order to increase student interest and involvement while decreasing the likelihood of problem behavior.

Discriminative Stimulus: An antecedent event that has become a cue that signals a behavior will be reinforced.

Environmental Modifications: Changing the variables within a student's physical surroundings to increase desirable behavior and decrease problem behavior.

Errorless Learning: An instructional approach that involves adding extra support by manipulating the stimuli within a task, then gradually fading those extra supports until the student is successfully completing the original activity.

Escape-Motivated Behavior: Behavior that is reinforced by the removal of an activity, object, or person.

Fading: The systematic, gradual removal of prompts until the discriminative stimulus (antecedent event) triggers an independent response from the learner.

Functional Activities: Curricular or academic tasks that are outcome-based and have a distinct, useful purpose for the student.

Functional Assessment: Also known as Functional Behavioral Assessment. The process of collecting information in order to develop hypothesis statements regarding the variables that maintain and predict problem behavior. Functional assessment strategies include indirect assessment methods, direct observation, and functional analysis.

Instructional Content: The information contained within academic activities or lesson plans.

Interspersing: Alternating the presentation of two different types of activities or requests.

Off-Task Behavior: When a student is not engaged in or working on a preselected task or activity.

Physiological Events: Physiology refers to a branch of biology that studies the functions and processes of living organisms including the organs, tissues, and chemical phenomena involved. Physiological events may include ear infections, arousal levels, and other physical variables that may impact behavior.

Punisher: A consequent stimulus that reduces the probability a behavior will occur.

Reinforcement: The state of receiving or presenting a reinforcer. A stimulus that, when presented immediately following a response, increases the probability that the response will occur again. Can be the presentation of a reward or removal of something unpleasant.

Sensory Stimulation: (Sensory Stimulation Theory) The hypothesis that a behavior occurs in order to experience an internal sensation.

Setting Event: Any occurrence that affects a student's responses to reinforcers and punishers in the environment. Setting events can be due to environmental, social, or physiological factors. Occurrences that affect a behavior at one point in time may change the likelihood of a targeted behavior at a later point.

Social Network: A web of interconnected people who directly or indirectly interact with or influence the student and family. May include but is not limited to family, teachers and other school staff, friends, neighbors, community contacts, and professional support.

Stimulus Control: When a behavior is more likely to occur in the presence of a discriminative stimulus, but not in its absence, the behavior is described as being under stimulus control