A form of positive punishment in which a learner, after a misbehavior, performs the “correct form” of the behavior, OR a behavior incompatible with the misbehavior for a few times.  For example, a student will simply stand up and walk out of the classroom when he needs to use the restroom. For this procedure, the student may be required to raise his hand to gain the teacher’s attention first, the teacher asking the student what he wants to say, then the teacher instructing the student to raise his hand once again, and again, before giving the student permission to use the restroom.

Excessively and stereotypically performing a behavior over time.  Not to be confused with self-stimulatory behavior (“stimming”) as not all perseverative behaviors are auto-reinforced.

To make this brief, avoid using the adjective“normal” when describing individuals not living with autism (or any other diagnoses).

A procedure in which a behavior is followed by a removal of an item/event/activity that results in the weakening of the behavior over time.  An example can be the use of time-out from the playground when a child does not follow the rule of “no-pushing peers” which results in the child stopping from pushing her/his peers while in the playground.  By definition, the procedure MUST produce the anticipated weakening effect on the behavior to be considered as negative punishment.

A diagnosis characterized by significantly under-average general intellectual functioning associated with impairments in adaptive behavior. It can be classified as mild, moderate, severe, and profound. Other states/countries may have a different label for MR (e.g., cognitive impairment or intellectual impairment or intellectual disability).