Talk Behavior to Me The Routledge Dictionary of the Top 150

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“This exciting new resource deciphers the complex jargon of behavior analysis, making
it accessible to a broader audience. By bridging the gap between specialists and the gen-
eral public, Talk Behavior to Me performs a crucial service in expanding the reach and
understanding of behavior analysis. It’s a must-read for anyone looking to communicate
more effectively in this field, offering clear translations with fun yet practical examples
that illuminate the science of behavior.”
Derek D. Reed, Ph.D., BCBA-D, Director of Applied Behavioral Sciences,
Institutes for Behavior Resources, Inc.

“Applied behavior analysts need resources to support accessible communication with

people outside of the field. This dictionary is a great tool for behavior analysts who
want to improve their communication with clients, stakeholders, and colleagues. The
scenarios provided are relatable examples that span many facets of practice and life and
can serve as a user-friendly introduction to the science of human behavior.”
Dr. Kimberly Marshall, BCBA-D, Director of Graduate Studies, Program
Coordinator, and Lecturer, Master’s Program in Applied Behavior Analysis,
University of Oregon
Talk Behavior to Me
The Routledge Dictionary of the
Top 150 Behavior Analytic Terms
and Translations

Kendall Ryndak Samuel, BCBA

Cover image: Getty Images © L-TOP
First published 2025
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2025 Kendall Ryndak Samuel
The right of Kendall Ryndak Samuel to be identified as author of this work has been
asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents
Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilized in
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Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
Library of Congress Cataloging-in-Publication Data
Names: Samuel, Kendall Ryndak, author.
Title: Talk behavior to me : the Routledge dictionary of the top 150 behavior
analytic terms and translations / Kendall Ryndak Samuel, BCBA.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2025. | Includes
bibliographical references and index.
Identifiers: LCCN 2024025510 | ISBN 9781032575254 (hardback) |
ISBN 9781032575247 (paperback) | ISBN 9781003439776 (ebook)
Subjects: LCSH: Behavioral assessment.
Classification: LCC BF176.5 .S26 2025 | DDC 150.28/7--dc23/eng/20240809
LC record available at https://lccn.loc.gov/2024025510

ISBN: 978-1-032-57525-4 (hbk)

ISBN: 978-1-032-57524-7 (pbk)
ISBN: 978-1-003-43977-6 (ebk)
DOI: 10.4324/9781003439776

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by KnowledgeWorks Global Ltd.
I dedicate this book to my Uncle Mike, who has unconditionally
loved and supported me throughout my whole life, as well as
caught thousands of my pitches. He showed me how through
hard work, consistency, and love, you can have anything you
want in life. THIS is the biggest game of the year. I love you,
Uncle Mike.
Contents

List of Figures viii

Preface xi
Acknowledgements xiv
About the Author and the Illustrator xvi

1 Life Is Never the Same After Studying Behavior Analysis 1

2 Social Media Success 6

3 Keep It Simple 15

4 Learning a New Language 21

5 What Kind of Behavior? 29

6 Switch It Up 38

7 Please, Thank You, and No Fancy Words 47

8 Different Definitions 53

9 Is There a Word for That? 61

10 The Other Side of the Argument 67

11 Others Selling Behavior Science 73

12 Life Changing Tips 79

Index 83
Figures

0.1 This is an illustration from one of my previous clients. He found much

joy in drawing. Thank you for teaching me so much about behavior
analysis and life, FM! xiv
1.1 That gratification you hope to experience when you buy lottery tickets. 3
1.2 Behavior analysts can work in many different subspecialties, such as child
maltreatment prevention. 3
1.3 When you don’t like to touch cold things, also known as an aversive
stimulus, gloves are clutch. 5
2.1 BCBAs can collect data by directly observing a behavior occur or they
can receive data indirectly, such as talking to someone over the phone. 8
2.2 Couples engage in many behaviors together, such as going on dates,
asking the other partner if they closed the garage door before leaving
the house, and kissing. 8
2.3 Choosing to email the supervisor who gets back to you in a timely
fashion over the one who rarely gets back to you is also known as
behavioral contrast. 11
2.4 Having a license opens you up to so many fun possibilities in life, such
as driving to see your friends, feeling more independent, and taking
yourself to your favorite places. 12
2.5 Continuing to exercise regularly can make it more likely for you to keep
up with this habit. 12
3.1 Anyone who performs a series of different actions in a row as a routine
has experienced chaining. 17
3.2 Some of the motivators in your life have been learned over time, such as
when the news warns you about possible severe weather or your favorite
music artist is coming out with a new album this Friday. 18
3.3 After your stomach growls, you might order a pizza, ask your parents,
‘What’s for dinner?’ or eat some chips. 18
4.1 As long as the designated person performs the target behavior correctly,
rewards for everyone! 22
4.2 A signal that lets you know feeling calm is available is very powerful in
stressful situations. 27
5.1 This kind of motivation increases your want for something. 32
5.2 Extinction can come in all forms, such as not receiving attention
anymore for yelling out answers in class, a subscription no longer being
available to you, or when your favorite store closes. 32
 Figures ix
5.3 We have all experienced a burst of behavior when we aren’t able to
access what we want. We’ll try and try to get what we want until we
either have it or we realize it’s not going to happen. 33
5.4 Some rewards, like a paycheck, are delivered after a specific amount of
time has occurred. 33
5.5 Some rewards, like earning points at your favorite store, are delivered
after you’ve demonstrated a set number of actions, such as buying items. 34
6.1 With generalization, you can either attempt a new version of a skills you
were taught or respond to different signals in the same way. 39
6.2 One can become less reactive to stimuli in the environment when it is
presented over and over again. 41
6.3 Independent group contingencies are often used in workplaces, on
teams, and in classrooms. 42
6.4 When you’re rewarded but you just don’t know exactly when you’re
going to be rewarded keeps you very motivated. 43
6.5 When targeting behavior change, one must implement proactive and
reactive strategies. 44
6.6 Any back-and-forth exchanges with another person which do not look
or sound the same can count as an intraverbal. 45
7.1 Being able to maintain a skill and demonstrate it independently is one of
the ultimate goals of behavior change. 48
7.2 Taking breaks is good, but when you’re tired, taking breaks is even more
motivating especially when your friends are close by. 49
7.3 Sometimes incentives are taken away, which can be an example of
negative punishment. 50
7.4 Adding incentives to a team’s practice plan can help them stay on track
to meet their goals and keep them motivated. 50
7.5 Scheduled incentives can help decrease someone’s motivation for
engaging in challenging behaviors, such as screaming. 51
8.1 Trying new recipes after being taught a couple of basic ones is a perfect
example of pivotal behavior. 55
8.2 Having to clean the office microwave, when it is rarely ever cleaned, can
be a very tedious task. A task that not many people would want to do
after working a long day. 56
8.3 The more you enjoy something, or gain reinforcement, the more you
want to do it again and again. 57
8.4 Many thoughts can go through your head when you’re working out,
such as “It’s really hot in here” or “I’m going to look great for bikini
season,” which are examples of private events. 58
9.1 No one wants to pay a cover, which is why many people either
try to get to the bar early or choose bars that don’t have an extra
fee to enter. 62
9.2 Registered behavior technicians often collaborate with their supervising
behavior analysts to ensure they are implementing treatment plans and
collecting data correctly. 64
9.3 We do certain things for the same reason or to get the same result, such
as sitting in the shade and wearing sunscreen to avoid sun damage
on our skin. 65
x Figures
10.1 You can’t leave the house without your keys, and you really don’t want
to leave for work without your laptop. This is a perfect self-management
strategy for this kind of situation. 68
10.2 Taking small steps of progress is one of the best ways to achieve
your goals. 68
10.3 You can hear, see, feel, smell, and even taste the waves at the beach,
making them stimuli in your environment. 70
10.4 Stimulus control can explain when you know when and when not to
approach a possible mate. These are reliable signals in your environment
that tell you how to respond. 70
11.1 A behavior analyst can teach their clients any significant skill, such as
how to give simple compliments to others. 74
11.2 A behavior analyst teaching his client how to make a new recipe. 74
11.3 Earning all of your checkmarks can be extremely motivating. Cheers! 75
11.4 The same action can look very different across people or over time for
a single person, such as running. Running can look slow with moderate
movement or fast with lots of arm and leg movement and heavy
breathing. 75
11.5 One is not born knowing you might need scissors to open a box. You
have learned this over time, which means this is a conditioned motivator. 76
11.6 When a choreographer gives his dancers directions on each step of their
new routine every time they practice, he would be using total task
chaining. 76
11.7 Being cold can motivate you to search for a heated area, buy a new
parka, or put on gloves to keep your hands warm. 77
12.1 Casinos are so accommodating to their customers who spend more time
at the slot machines. 81
12.2 When you are rewarded fairly often for shopping at your favorite stores,
you will probably go there more frequently. 81
Preface

Communication is one of the most foundational skills organisms have. From business
partners finalizing deals, orca whales teaching their young how to hunt, and children
signing for more hugs, it’s everywhere. Using a mutually understood language can make
people feel more comfortable with each other and improve the quality of collaboration
and problem solving (Noels et al., 1996; Yow & Lim, 2019). I know I’m the happiest
when I’m surrounded by people who I feel understand me the best and with whom I can
talk freely.
When I first learned about behavior analysis in school, it was like true love at first sight.
I was instantly blown away by how this science can explain much of why anything happens
in the world (e.g., why my mom chooses the aisle seat on a plane, why you sleep in on
Saturdays, why my husband has to have a hotdog when we go to Chicago Cubs baseball
games). “Behavior analysis does science very well. It is arguably the most thoroughly
rigorous approach to human behavior ever devised” (Vyse, 2013, p. 123). The field has
significantly grown and has droves of evidence to show our strategies are extremely ef-
fective. Behavior analysis is in an interesting spot though. What is so peculiar is that not
many people are even aware that behavior analysis exists. Even with all of the research that
has been done and the large amounts of graduate programs, podcasts, YouTube channels,
social media pages, and books published, why is behavior analysis still in the shadows?
Practitioners of behavior analysis have mastered communicating with each other, but
when it comes to talking with nonbehavior analysts, we don’t speak the same language.
We use lingo no one has ever heard of before, which is not a great way to market a sci-
ence that is attempting to expand. The way we speak can come off as intimidating and
can further confuse people, decreasing anyone’s motivation to listen to what we have to
say or use our techniques (Becirevic et al., 2016; Hineline, 1990). We have distanced
ourselves from others, including other psychology professionals (Becirevic et al., 2016;
Normand, 2014), and we constantly address topics that are unsuccessful at serving broad
populations and discuss important issues with jargon that fails to teach and motivate non-
behavior analyst audiences (Becirevic et al., 2016; Friman, 2014; Madden, 2013; Morris,
2014; Pietras et al., 2013; Podlesnik, 2013; Reed, 2014; Schlinger, 2014; St. Peter, 2013;
Vyse, 2013, 2014).
For years, behavior analysts have been using language other people don’t understand
(Critchfield, 2023, September 2). Schlinger (2014) and Morris (2014) stated that one
of the best ways to advance behavior analysis is to communicate directly with colleagues
outside of our science. Researchers have been suggesting for decades that a second set of
everyday terms needs to be created in order to replace technical jargon and improve the
spread of accurate behavior analysis information (Bailey, 1991; Lindsley, 1991; Marshall,
xii Preface
2021; Neuman, 2018). Talk Behavior to Me: The Routledge Dictionary of the Top 150 Be-
havior Analytic Terms and Translations was created to help ease the communication about
applied behavior analysis between practitioners and others (e.g., technicians, consumers,
and other stakeholders). This book may be used in many different ways, including: as a
glossary to understand behavior analytic terminology in a more basic way, to translate be-
havior analytic jargon into simpler terms and phrases, to train future and current behavior
analytic practitioners how to communicate with stakeholders about behavior analysis, and
for consumers of behavior analytic services to translate their consultant’s language.
Each chapter includes behavior analytic terms with at least one translation and two
examples. A large number of terms can be found in the books Applied Behavior Analysis
by Cooper et al. (2020) and The ABA Visual Glossary by Shibutani (2022). Addition-
ally, some of the terms have been derived from the book Verbal Behavior by B.F. Skinner
(1957). Also imbedded into the chapters are details about my time as a behavior analyst, as
well as supporting information from other experts in the field on the importance of using
basic language when disseminating behavior science. All examples for the terms are derived
from different subspecialties in behavior analysis, as well as naturally occurring life events.
When teaching others how to communicate using these translations, mentors should in-
dividualize how the content is taught to their learners. It is recommended that you deter-
mine the learner’s current level of competency using this language and create specific goals
for the learner based on the skills demonstrated. Let’s talk behavior!

References
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Becirevic, A., Critchfield, T. S., & Reed, D. D. (2016). On the social acceptability of behavior
analytic terms: Crowdsourced comparisons of lay and technical language. The Behavior Analyst,
39(2), 305–317. https://doi.org/10.1007/s40614-016-0067-4
Cooper, J. O., Heron, T. E., & Heward, W. L. (eds.). (2020). Applied behavior analysis (3rd ed.).
Merrill Prentice Hall.
Critchfield, T. S. (2023, September 2). 2022’s greatest hits of dissemination impact: Insights from
the most-noticed articles in behavior analysis. Association for Behavior Analysis International.
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impact-insights-from-the-most-noticed-articles-in-behavior-analysis/
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requires demonstrations of mainstream relevance. The Behavior Analyst, 37(2), 73–76. https://
doi.org/10.1007/s40614-014-0014-1
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ing of the Association for Behavior Analysis, Nashville, TN.
Lindsley, O. R. (1991). From technical jargon to plain English for application. Journal of Applied
Behavior Analysis, 24(3), 449–458. https://doi.org/10.1901/jaba.1991.24-449
Madden, G. J. (2013). Go forth and be variable. The Behavior Analyst, 36(1), 137–143. https://
doi.org/10.1007/BF03392296
Marshall, K. B. (2021). The impact of behavior analysis jargon on the effective training of stake-
holders [Doctoral dissertation, Endicott College]. ProQuest. https://www.proquest.com/
docview/2571066257?pq-origsite=gscholar&fromopenview=true
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ior Analyst, 37(2), 87–94. https://doi.org/10.1007/s40614-014-0011-4
Normand, M. P. (2014). Opening Skinner’s box: An introduction. The Behavior Analyst, 37(2),
67–68. https://doi.org/10.1007/s40614-014-0016-z
Neuman, P. (2018). Vernacular selection: What to say and when to say it. The Analysis of Verbal
Behavior, 34(1–2), 62–78. https://doi.org/10.1007/s40616-018-0097-y
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Noels, K. A., Pon, G., & Clement, R. W. (1996). Language, identity, and adjustment. Journal of
Language and Social Psychology, 15(3), 246–264. https://doi.org/10.1177/0261927x960
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Pietras, C. J., Reilly, M. P., & Jacobs, E. A. (2013). Moving forward without changing course. The
Behavior Analyst, 36(1), 145–149. https://doi.org/10.1007/BF03392297
Podlesnik, C. A. (2013). The openness is there. The Behavior Analyst, 36(1), 151–153. https://doi.
org/10.1007/BF03392298
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Sober advice for early career behavior analysts. The Behavior Analyst, 37(2), 83–86. https://doi.
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gers. The Behavior Analyst, 37(2), 77–81. https://doi.org/10.1007/s40614-014-0010-5
Shibutani, M. (2022). The ABA visual glossary: Applied behavior analysis. Self-published.
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St. Peter, C. C. (2013). Changing course through collaboration. The Behavior Analyst, 36(1),
155–160. https://doi.org/10.1007/BF03392299
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BF03392295
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69–72. https://doi.org/10.1007/s40614-014-0013-2
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Acknowledgements

I would like to express my deepest gratitude to the following individuals who helped turn
this dream book into reality:

• To my husband, Jeff, for being the best model of empathy and kindness, bringing me
back into the light, having the best vibes, and for showing me how sweet life can be if
you just let go.
• To my Mom, Dad, Dale, and the rest of my family and friends for supporting me
throughout the entire writing process. Thank you for collaborating with me, tolerating
my jargon, and encouraging me to be brave. With your love, anything is possible.
• To Jeff, and my friends Lindsay, Joe, and Mary for helping me make a decision and take
a leap of faith on a wonderful Friday filled with many laughs and great margaritas.
• To my late family members: Uncle Billy, Carson, Yakey, Nanny, Gramcracker, and Aunt
Rose. Thank you for being such positive influences in mine and our family’s lives. You
were the inspiration for the characters in this book.
• To my teachers and professors: Melissa Weber MA, BCBA, LBA, Angela Craven BCBA,
LBA, Kathleen Owens, BCBA, LBA, Randy Sand-
ers, BCBA, LBA, SLP, and Ms. Roberts. Thank
you for teaching me how to understand the finest
details of behavior science and for making it fun!
• To Maggie Pavone, PhD, BCBA-D, LBA, IBA for
showing me the ropes on how to teach in higher
education and for encouraging me to step outside
of the typical areas of ABA practice. You made the
space safe for me to grow and do what I love.
• To my clients, colleagues, and students who
helped me understand how to apply behavior sci-
ence to life.
• To all of my followers on social media. Thank you
for supporting me and my content! I love making
you laugh and teaching you about behavior sci-
ence. It’s been one of the most beautiful experi- Figure 0.1  “This is an illustration
ences of my life. from one of my previous
• To my Auntie Arlene. Thank you for sharing all of clients. He found much
joy in drawing. Thank you
your knowledge about public health with me. I’ve for teaching me so much
learned so much from you and can’t wait to work about behavior analysis
with you more! and life, FM!”
 Acknowledgements xv
• To softball. You’ve been with me since the beginning and have set me up for a lifetime
of success. Thank you for everything, mi amor. I’m so happy we didn’t break up.
• To Dr. Kim Marshall for presenting her dissertation in Boston and for sharing her
thoughts on how we can help more people use this brilliant science.
• To Jon S. Bailey, PhD, BCBA-D for giving me the playbook on how to write books,
for spending countless hours with me talking about behavior, and for suggesting to the
world that we should talk to each other basically about behavior science. That second
set of words is finally here!
• To you! Thank you for spending your precious time reading this book. It has been an
absolute pleasure creating it for you.

Thank you all for helping me and behavior analysis grow!

About the Author and the Illustrator

Kendall Ryndak Samuel is a board-certified behavior analyst (BCBA) who grew up

in Downers Grove, Illinois. She received both her bachelor’s and master’s degrees
from Lindenwood University in St. Charles, Missouri. She is recognized, along with
her sister, Dale, in the Downers Grove North High School Hall of Fame for their
accomplishments while playing on the school’s varsity softball team. She was also a
four-year starting softball player and assistant softball coach at Lindenwood Univer-
sity from 2011–2017. Additionally, she has been an adjunct professor and visiting
lecturer for Lindenwood University’s masters of behavior analysis program. Kendall
has worked in various subspecialties of behavior analysis, including dissemination,
behavioral sports psychology, organizational behavior management, and autism. She
worked with adults and children with autism and other intellectual disabilities from
2016–2023. In 2021, she started two successful social media pages on Instagram and
TikTok (@the.behavior.influencer) teaching people about behavior analysis. This led
her to winning the Dissemination Board of Behavior Analysis’ grant in 2021. She now
serves on the Dissemination Board of Behavior Analysis as their Vice President. Last,
Kendall is a private softball coach teaching young softball players how to master their
skills using behavior analysis. This is Kendall’s first book she has published and plans
to write more.
John Schuller is an illustrator and educator from Chicago, Illinois. He received his bach-
elor’s degree in fine arts from Loyola University Chicago in 1977 and has done signifi-
cant work in the art and education industries ever since. John was the illustrator and
designer for the Clown Studio in Chicago from 1981–1984, then worked with the
Peachtree Studio as a designer and illustrator from 1984–1986. Additionally, John was
the illustrator for the book The Willow Falls Christmas Train, written by William Trom-
bello. He designed and completed other illustration work in various freelance projects
for the Technical Training Corporation too. While playing on his 16-inch softball team
in the 1980s, the Pandas, he designed their uniforms and illustrated their logos. John
also illustrated logos for other girls fastpitch softball teams in the early 2000s. He has
worked as an educator and set designer for Montini Catholic High School and St. Fran-
cis High School from 1986–2020.
1 Life Is Never the Same After Studying
Behavior Analysis

On the first day of my master’s program, my classmates and I were waiting anxiously
for our new professor, who, a moment later, flung open the door, threw his bag on the
table, scanned the room with his squinted eyes, and declared, “When you finish this class,
you’ll never think about life the same way again.” This put chills down my spine, and he
was right. When I finished my first semester, I spoke a different language and understood
behavior; I could dissect conversations, decode gestures, and even assess the eye contact of
others; I felt like I could crack the code. My life had changed. I was hooked on behavior
analysis.

Terms and Translations

• ABC (Antecedent, Behavior, Consequence) Data Recording
• Translation:
• Directly observing a behavior and noting what happens directly before and after
that behavior.
• Examples:
• Paul, a behavior analyst, has been asked to find out why a family’s dog keeps bark-
ing at them when they eat dinner. He observes the family eating and writes down
what happens directly before and after the barking.
• Creed, a behavior analyst, has been asked to find out why employees have been
leaving garbage in the breakroom. After observing and tracking what happens
before and after trash is left there, he concluded there is no garbage can accessible
to the employees in the breakroom.
• See: Antecedent, baseline, behavior, consequence, continuous measurement, and
data
• Abolishing Operation
• Translations:
• A phenomenon that makes something less motivating or will make a behavior
happen less
• Making something less desirable or attractive
• The unmotivator

DOI: 10.4324/9781003439776-1