There are many terms used by general and special education teachers, related service providers, and even trained behaviour analysts, that when used incorrectly can lead to ineffective classroom lessons. One example is the term “prompt,” often used in the field of education. Similar problems can be found regarding in class use of error correction strategies, especially those described as ‘errorless.’ We will review and come to “terms” with the many misconceptions regarding often used terms and popular teaching strategies, including fading, most-to-least, least-to-most prompting, etc., several error-correction strategies and the host of strategies described as ‘errorless teaching.’ This workshop is going to shake up and clear up many long-held and cherished beliefs about common teaching strategies that are associated with applied behaviour analysis! Upon completion of this presentation, participants will be able to: •Define stimulus control and its importance is lesson design. •Distinguish between prompt and cue. •Describe the logical difference between fading and most-to-least (or least-to-most) strategies. •Describe how stimulus control is important for error correction. •Describe advantages and disadvantages related to ‘errorless learning.