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.

Classroom Management: Procedures and instructional techniques that are used to establish the classroom environments so that learning can occur. Management strategies are based on understanding how the classroom environment can be used to best accommodate student needs.

Consequence: A stimulus (i.e. a verbal response, the acquisition of a reinforcing item or activity) that contingently follows a behavior. For instance, if a little girlīs crying results in attention from her teachers, then teacher attention would be considered a consequence that followed the crying behavior.

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.

Intrinsic Motivation: Internal thoughts or feelings that feed oneīs desire to achieve, perform, or become involved in activities or events.

Lesson Plans: Organized materials that guide the events and instruction taking place in a classroom setting. Lesson plans are usually structured around a set of guidelines that are constructed by individual teachers to meet the needs of students.

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

Physical Therapist: A person who is trained to provide education and treatment of physical impairments using strategies such as stretching, exercise, and massage.

Preventative Strategies: Behavioral support plans that are implemented before problem behavior has a chance to occur. Preventative strategies involve redesigning the environment and teaching new skills.

Proactive: The use of knowledge and experience to prevent problems or unwanted situations from reoccurring.

Proactive Interventions: The use of knowledge and experience to implement strategies before problem behavior or undesirable situations have a chance to occur.

Reactive Interventions: Behavioral support strategies that are implemented after a behavior occurs.

School-Wide Discipline Plans: A unified approach for implementing behavioral support strategies by all staff members within a school. The purpose of a school-wide discipline plan is to increase the consistency and effectiveness of behavioral support strategies and to decrease time spent dealing with minor problem behaviors.

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.