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.

Evaluation Plan: A comprehensive set of strategies to assess whether or not the positive behavioral support plan is effective, and is a good contextual fit given the individuals implementing the plan and the resources available.

Fidelity: Refers to how well a positive behavioral support plan is being implemented based on the original plans that were agreed upon by team members.

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.

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.

Proactive Interventions: Strategies that are implemented before problem behavior has a chance to occur.

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.

Reinforcer: A consequent stimulus that increases the probability a behavior will occur, or maintains the future rate of that behavior.

Schedule of Reinforcement: The timing established for the delivery of a reinforcer.

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.