Contextual Fit: Refers to the extent to which a behavior support plan is compatible with the values and skills of the individuals who will be implementing the interventions, and can be implemented given the resources and supports available.

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.

Hypothesis Statement: An end product or summary of the functional assessment. A hypothesis statement provides information about environmental events that may increase the likelihood of problem behavior, the environmental events that precede problem behavior, and the function of the problem behavior.

PBS: (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.

Positive Behavioral Support: (PBS) 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.

Positive Behavioral Support Plan: A written plan that is developed based on a functional assessment of problem behavior. Behavioral support plans contain multiple intervention strategies designed to modify the environment and teach new skills.

Problem Behavior: Behavior such as aggression, self-injury, property destruction, apathy, disruption, and screaming, which impede the learning of the student or the education of other students.

Quality of Life: A variety of elements in a student's life including predictability, environmental stability, level of social belonging, empowerment and control, well-being and satisfaction.