Resources
Antecedent-Based Interventions (ABI) is the arrangement of events or circumstances that precede an activity or demand in order to increase the occurrence of a behavior or lead to the reduction of the interfering behaviors.
Module(s): Antecedent-Based Interventions
Behavior Supports is the arrangement of events or circumstances that precede an activity or demand in order to increase the occurrence of a behavior or lead to the reduction of behaviors that interferes with the toddler's learning and/or safety.
Module(s): Behavior Supports for Toddlers
Cognitive Behavioral/Instructional Strategies (CBIS) was previously named as Cognitive Behavioral Intervention (CBI). It is the instruction on management or control of cognitive processes that lead to changes in behavioral, social, or academic behavior.
Module(s): Cognitive Behavioral/Instructional Strategies
Differential Reinforcement (DR) is a systematic process that increases desirable behavior or the absence of an undesirable behavior by providing positive consequences for demonstration/non-demonstration of such behavior.
Module(s): Differential Reinforcement
Discrete Trial Training (DTT) is an instructional approach with massed or repeated trials with each trial consisting of the teachers instruction/presentation, the childs response, a carefully planned consequence, and a pause prior to presenting the next instruction.
Module(s): Discrete Trial Training
Exercise & Movement (EXM) was previously named as Exercise (ECE). They are interventions that use physical exertion, specific motor skills/ techniques, or mindful movement to target a variety of skills and behaviors.
Module(s): Exercise & Movement
Extinction (EXT) is the removal of reinforcing consequences of a behavior that interferes with learning or safety in order to reduce the future occurrence of that behavior.
Module(s): Extinction
Functional Behavioral Assessment (FBA) is a systematic way of determining the underlying function or purpose of a behavior so that an effective intervention plan can be developed.
Module(s): Functional Behavior Assessment
Functional Communication Training (FCT) is a set of practices that replace an interfering behavior that has a communication function with more appropriate and effective communication behaviors or skills.
Module(s): Functional Communication Training
Modeling (MD) is the demonstration of a desired target behavior that results in use of the behavior by the learner and that leads to the acquisition of the target behavior.
Module(s): Modeling
A collection of techniques and strategies that are embedded in typical child care settings activities and/or routines in which the early childhood educator participates to naturally promote, support, and encourage target skills/behaviors for toddlers.
Module(s): Naturalistic Interventions for Toddlers
Naturalistic Intervention (NI) is a collection of techniques and strategies that are embedded in typical activities and/or routines in which the learner participates to naturally promote, support, and encourage target skills/behaviors.
Module(s): Naturalistic Interventions
Parent delivery of an intervention to their toddler that promotes the toddler's social communication or other skills or decreases the toddler's behavior that interferes with their safety or learning.
Module(s): Parent-Implemented Interventions for Toddlers
A type of Augmentative & Alternative Communication (AAC) where learners are initially taught to give a picture of a desired item to a communicative partner in exchange for the desired item. PECS consists of six phases which are: (1) how to communicate, (2) distance and persistence, (3) picture discrimination, (4) sentence structure, (5) responsive requesting, and (6) commenting.
Module(s): Picture Exchange Communication System
Parent-Implemented Intervention (PII) is the parent delivery of an intervention to their child that promotes their social communication or other skills or decreases their behavior that interferes with their safety or learning.
Module(s): Parent-Implemented Interventions
Peer-Based Instruction & Intervention (PBII) was previously named as Peer-Mediated Instruction and Intervention (PMII). It is an intervention in which peers directly promote autistic childrens social interactions and/or other individual learning goals, or the teacher/ other adult organizes the social context (e.g., play groups, social network groups, recess) and when necessary provides support (e.g., prompts, reinforcement) to the autistic children and their peer to engage in social interactions.
Module(s): Peer-Based Instruction & Intervention
Prompting (PP) is a verbal, gestural, or physical assistance given to learners to support them in acquiring or engaging in a targeted behavior or skill.
Module(s): Prompting
Verbal, gestural, or physical assistance given to toddlers to support them in acquiring or engaging in a targeted behavior or skill.
Module(s): Prompting for Toddlers
A type of Naturalistic Intervention (NI) where pivotal learning variables (i .e ., motivation, responding to multiple cues, self-management, and self-initiations) guide intervention practices that are implemented in settings that build on learner interests and initiative.
Module(s): Pivotal Response Training
Reinforcement (R) is the application of a consequence following a learners use of a response or skills that increases the likelihood that the learner will use the response/skills in the future.
Module(s): Reinforcement