Glossary

Terms in plain words

ABA and neurodevelopmental terms gathered in one place. If you see an underlined word in an article, it is in this glossary.

Tap the underlined word in any article to read the definition right there.

38 terms

ABA· Applied Behavior Analysis, applied behavior analysis: Applied Behavior Analysis. An approach based on the science of learning that helps a child acquire new skills through reinforcement and structured strategies.
Request (mand)· mand, manding: A type of communication when a child asks for something they want (food, a toy, a break). In modern ethical ABA, parents are told "request" rather than "mand".
Labeling (tact)· tact, labeling: A type of communication when a child names an object they see ("ball", "dog"). In modern ethical ABA, parents are told "labeling" rather than "tact".
Echoic· echoic, echo response: When a child repeats a word or sound they just heard. A basic skill for language development.
Intraverbal· intraverbal: A child''s answer to an adult''s question or comment without any visual cue. For example, "What is your name?" and the child answers "Ivan".
Reinforcement· reinforcement, reinforcer: Anything that increases the likelihood of a behavior being repeated. Most often: praise, attention, access to a favorite activity. Not to be confused with a "reward".
Extinction· extinction: Removing the reinforcement that previously maintained a behavior. In modern ethical ABA, it is not used for unsafe behavior without professional supervision.
Prompt· prompt: The help an adult gives a child so that the child can complete an action: a gesture, a word, a physical touch. Prompts are then gradually faded.
Prompt fading· fading, prompt fading: Gradually reducing prompts so that the child performs the skill independently. Without fading, the child gets stuck on the prompt.
Generalization· generalization: The ability to apply a skill in a new situation, with a new person, or in a new place. Without this, the skill only lives in the therapy session.
Maintenance· maintenance, skill maintenance: A child''s ability to use a skill weeks and months after first learning it.
Self-stimulation (stimming)· stimming, self-stimulation: Repetitive movements or sounds that help an autistic person regulate sensory input or emotions: rocking, hand flapping, humming. This is not "bad behavior".
Meltdown· meltdown, sensory overload: A state when a child''s nervous system is overloaded and they lose control. It is not a tantrum and not manipulation. The child cannot "stop" on command.
Tantrum· tantrum: A behavioral reaction with the goal of getting something or avoiding something. Unlike a meltdown, it stops once the child gets what they wanted.
Echolalia· echolalia: Repeating words or phrases the child has heard. It can be immediate or delayed. It often has a communicative function.
Joint attention· joint attention: The ability of a child and an adult to focus together on the same object or event and respond to it as a pair. A basic skill for social communication.
Functional behavior assessment (FBA)· FBA, functional behavior assessment: A method that helps you understand why a child behaves the way they do: what they want or what they avoid. Without understanding the function, you cannot pick the right strategy.
ABC (antecedent-behavior-consequence)· ABC, Antecedent-Behavior-Consequence: A way of describing behavior through 3 moments: what happened BEFORE (the trigger), the behavior itself, what happened AFTER. It helps you find the cause.
Discriminative stimulus (SD)· SD, discriminative stimulus: A signal that tells the child a specific action can be performed now and reinforced. For example, a bell means "time to come to the table".
AAC (augmentative and alternative communication)· AAC, alternative communication, augmentative and alternative communication: Any non-verbal communication: gestures, picture cards, tablet apps with voice output. It does not hinder speech development, despite the common fear.
PECS (Picture Exchange Communication System)· PECS, Picture Exchange Communication System: A structured system for teaching communication where the child hands over a picture card to request what they want. An evidence-based system for children who do not yet speak much.
Visual schedule· visual schedule: A sequence of pictures or photos that shows the order of actions or events in the day. It reduces anxiety through predictability.
Social story· social story: A short illustrated story that explains a specific situation to the child (a doctor visit, a new daycare). It prepares them for the unfamiliar.
First-then board· first-then board, first then: A simple visual cue with two parts: "first X, then Y". It helps the child accept a less preferred activity before a preferred one.
Token economy· token economy: A system where the child earns tokens for certain actions and exchanges them for something they want. It works when introduced step by step and not used as a punishment.
Discrete trial training (DTT)· DTT, discrete trial training: A structured teaching method where a skill is broken into small steps and trained one at a time. Used in ABA, especially for academic skills.
NDBI· NDBI, naturalistic developmental behavioral interventions: An umbrella term for interventions that combine behavioral and developmental principles. Sessions happen in the natural environment, through play, led by the child.
ESDM (Early Start Denver Model)· ESDM, Early Start Denver Model, Denver model: A comprehensive early intervention model for children aged 1 to 4. It combines ABA with a developmental approach and is delivered through play.
Sensory processing· sensory processing: The ability of the nervous system to take in, filter, and respond to sensory signals (sound, touch, movement). In autistic people it often works differently.
Sensory diet· sensory diet: A plan of sensory activities throughout the day that helps the child stay in a comfortable zone of arousal. An occupational therapist selects it.
Hyperresponsivity· hyperresponsivity, sensory over-responsivity: An increased reaction to sensory stimuli: sounds feel louder, touches feel more uncomfortable, light feels brighter than for most people.
Hyporesponsivity· hyporesponsivity, sensory under-responsivity: A reduced reaction to sensory stimuli. The child may seek stronger sensations: jumping, bumping into things, not responding to a bell.
Proprioception· proprioception: The sense of where the body is in space. It works through receptors in muscles and joints. It tells you where each part of the body is located.
Vestibular system· vestibular system: The system of balance and movement. It senses whether the child is standing, lying down, or spinning. It has a strong effect on coordination and regulation.
Co-regulation· co-regulation: When an adult helps a child return to a state of calm through their own calm presence. The first step toward the child learning to self-regulate.
Self-regulation· self-regulation: The ability to manage your emotions, attention, and behavior. It develops over years and needs support from an adult in the early stages.
Comorbidity· comorbidity, co-occurring condition: When a child has several diagnoses at the same time. For example, autism may occur together with an anxiety disorder, ADHD, or epilepsy.
Neurodiversity· neurodiversity: An approach that views autism, ADHD, and other variations in how the brain works not as "illnesses" but as natural differences. It does not deny the need for support but shifts the focus from "cure" to "help them live".