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

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

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.

Interval Recording: An observational notation system that takes a predetermined period of time and divides it into a number of shorter intervals. The observer records whether or not the targeted behavior occurred in each successive interval.

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

On-Task Behavior: When a student is engaged in or working on a specific task or activity.

Positive Behavioral Support: A comprehensive set of strategies that are meant to redesign environments in such a way that problem behaviors are prevented or inconsequential, and to teach students new skills, making problem behaviors unnecessary.

Punishment: 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.

Self-Determination: Taking charge of one's own life and playing an active role in important decision-making processes. Characteristics that have been used to describe self-determination include, self-evaluation, personal responsibility, choice, preference, autonomy, self-regulation, psychological empowerment, and self-realization.

Self-Management: An intervention approach that is considered part of self-determination and involves teaching a student new skills for self-monitoring, self-evaluating, and self-recording behavior.

Self-Monitor: A self-management strategy that involves defining a target behavior, observing one's own behavior, and recording its occurrence while engaging in a task or activity.

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.

Setting Event Interventions: Strategies using information regarding social, environmental, and physiological events that may temporarily alter the value of reinforcers and punishers within the student's environment to decrease the probability problem behavior will occur. Setting event interventions may involve minimizing the likelihood of the setting event, changing expectations on days when setting events occur, or neutralizing the setting event.

System: A set of related or interacting variables which function together for a specific purpose. Systems are dynamic and often change over time.