The degree to which a person understands themselves, their own emotions, goals, motivations, and capabilities, allowing them to plan and manage their own life.

The degree to which a person comprehends the emotions, goals, and motivations of others, allowing them to function in social or group-task situations effectively.

Something used to block words, gestures or pictures that will hurt or offend others, or interfere with accomplishing a goal.

Conveying a message to another person using spoken or written words, non-verbal cues, and symbols.

A method for identifying the root causes of behavioral problems and providing possible interventions for addressing the behavior.

Someone who knows a student well and can give a teacher, caregiver or professional information about the student.

The social, practical and conceptual skills children must learn to perform everyday routines and activities.

A loosely-structured interview conducted by a child-care professional to solicit input from parents and primary caregivers on a child’s skills and level of independence in completing routine tasks, the child’s social relationships, and the interviewee’s concerns and priories about the child.

A strategy for changing the normal program for a young child who presents troubling behavior. This plan is made based on an assessment of the child and monitored over time.

A substitute behavior a child is taught to use to replace a challenging behavior.