Study 1 examined whether terminology affected naive college participants’ (N=60) implicit and explicit rating evaluations of Applied Behaviour Analysis (ABA) and Positive Behaviour Support (PBS) when both described similarly as educational supports. Participants were then divided into two groups and exposed to an intervention that delivered expanded positive information about ABA or PBS, and evaluation measures were repeated post-intervention to determine if positive evaluations increased; however results showed that terminology was not shown to exert influence. Malleability was found with explicit but not implicit data, and both groups showed increased positive evaluations towards the relevant support regime. Study 2 used similar explicit and implicit measures with ABA professionals and students (N=40). Pre and post measures were taken regarding an intervention with positive information about PBS. Results showed that positive information about PBS failed to impact preferential evaluations for ABA that were evident in both explicit and implicit measures pre and post intervention. Findings are discussed regarding ABA dissemination issues, and malleability of explicit and implicit responding.