(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
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Response time after an SD
Latency
A count of a behavior
Frequency
Not bringing outside conflict into the workplace
maintaining professional boundaries
having more than one relationship with a learner or their family
dual relationship
Pref. Assessment where we offer one item to see if they are interested
Single Stimulus Pref. Assessment
a behavior suddenly returns after being gone for awhile
Spontaneous Recovery
Reinforcing a learner after an average amount of responses
Variable Ratio
pointing to help the learner complete the SD
gesture prompting
reinforcing a replacement behavior that is impossible to do at the same time
DRI
Information on the X Axis
Date
reinforcing a replacement behavior that is functionally appropriate
DRA
Prompts we do not use during TAs
Vocal Prompts
helping the learner by giving them the entire vocal answer to the SD
full verbal prompting
Looking to see if a behavior is happening throughout the entire interval
Whole Interval Recording
Teaching a TA by starting with the first step and full physical prompting the rest of the steps
Forward Chaining
When teaching a TA, we are teaching ALL the steps at the same time
Total Task Chaining
the role of the RBT
implementing behavioral plans
The amount of sentences usually needed on your insurance note for a 4 hour session
6-8
Child led pref. assessment where they can pick anything in the room
Free Operant
insurance notes
EDPN
showing the learner what the SD should look like before they complete it themselves
model prompting
a temporary increase in a behavior after it has been placed on extinction
Extinction Burst
the amount of hours we need supervised every month
5%
Time in between a behavior and when the behavior happens again
IRT
The data and information we take should not include emotions
Objective
anything that has an effect on our behavior
stimulus control
Tangible evidence
Permanent Product Recording
Either contriving or using opportunities as they arise to teach and generalize skills
Natural Environment Teaching (NET)
Information on the Y axis
Behavior Data
teaching the learners to tell the difference between stimuli
discrimination training
helping a learner with hand over hand
full physical prompting
learner echos the prompted mand then says it once again before receiving what they manded for
immediate echoic to mand transfer
Pref. Assessment where a child picks between two items
Paired Choice Pref. Assessment
something that is observable and measurable
Behavior
protecting the learners from embarrassing situations like wiping their face or blocking the stall door
maintaining client dignity
Use these to teach task analyses
Chaining
Before a work session we should always perform this
Preference Assessment
Pref. assessment where a child picks from an array and the item the chose cannot be chosen again
Mult. Stimulus Without Replacement
Anything that occurred directly AFTER the observed behavior
Consequence
Anything that occurred directly BEFORE the observed behavior
Antecedent
Our more structured work sessions where we follow a schedule of reinforcement
Discrete Trial Training (DTT)
the person you are going to go to if you have a question about the learner's acquisition program
Program Manager (PM)
reinforcing a learner after an exact amount of time
Fixed Interval
the person you are going to go to if you have a question about the schedule or forget to clock in
Clinical Administrator (CA)
Breaking down a task into small, teachable steps
Task Anaylsis
helping the learner by giving them part of the vocal answer to the SD
partial verbal prompting
When teaching a TA we full physically prompt all the beginning steps and use a lesser intrusive prompt for the last step
Backward Chaining
Looking to see if a behavior is happening at a specific time in the interval
Momentary Time Sampling
no longer reinforcing a previously reinforced behavior
extinction
Vertical line on a graph
Y Axis
reinforcing a learner after an average amount of time has passed
variable interval
reinforcing approximations of a terminal goal
shaping
Narrative data over novel behaviors
ABC Data
reinforcing the absence of a behavior
DRO
guiding the learners arm to respond to an SD
partial physical prompt
preventing a behavior before it can occur
Antecedent Strategies
Reinforcing a learner after each correct response
Fixed Ratio
Pref. assessment where a child picks from an array and the item they chose stays in the next array
Mult. Stimulus With Replacement
Frequency divided by the time
Rate
learner echos prompted mand. receives the toy for a moment before it gets removed. Independently mands for the toy back again
comeback echoic to mand transfer
Horizontal line on a graph
X axis
How long a behavior lasts
Duration
Looking to see if a behavior happens at all during an interval
Partial Interval Recording
