(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.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
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
reinforcing approximations of a terminal goal
shaping
preventing a behavior before it can occur
Antecedent Strategies
Use these to teach task analyses
Chaining
reinforcing a replacement behavior that is functionally appropriate
DRA
a behavior suddenly returns after being gone for awhile
Spontaneous Recovery
protecting the learners from embarrassing situations like wiping their face or blocking the stall door
maintaining client dignity
Response time after an SD
Latency
Information on the Y axis
Behavior Data
Breaking down a task into small, teachable steps
Task Anaylsis
a temporary increase in a behavior after it has been placed on extinction
Extinction Burst
Time in between a behavior and when the behavior happens again
IRT
learner echos the prompted mand then says it once again before receiving what they manded for
immediate echoic to mand transfer
Teaching a TA by starting with the first step and full physical prompting the rest of the steps
Forward Chaining
helping the learner by giving them part of the vocal answer to the SD
partial verbal prompting
reinforcing a learner after an exact amount of time
Fixed Interval
having more than one relationship with a learner or their family
dual relationship
the person you are going to go to if you have a question about the schedule or forget to clock in
Clinical Administrator (CA)
Looking to see if a behavior happens at all during an interval
Partial Interval Recording
insurance notes
EDPN
teaching the learners to tell the difference between stimuli
discrimination training
Frequency divided by the time
Rate
Our more structured work sessions where we follow a schedule of reinforcement
Discrete Trial Training (DTT)
the amount of hours we need supervised every month
5%
reinforcing the absence of a behavior
DRO
pointing to help the learner complete the SD
gesture prompting
Anything that occurred directly BEFORE the observed behavior
Antecedent
helping the learner by giving them the entire vocal answer to the SD
full verbal prompting
A count of a behavior
Frequency
Reinforcing a learner after each correct response
Fixed Ratio
How long a behavior lasts
Duration
Prompts we do not use during TAs
Vocal Prompts
Looking to see if a behavior is happening throughout the entire interval
Whole Interval Recording
anything that has an effect on our behavior
stimulus control
Horizontal line on a graph
X axis
Looking to see if a behavior is happening at a specific time in the interval
Momentary Time Sampling
Not bringing outside conflict into the workplace
maintaining professional boundaries
The data and information we take should not include emotions
Objective
reinforcing a learner after an average amount of time has passed
variable interval
Pref. assessment where a child picks from an array and the item the chose cannot be chosen again
Mult. Stimulus Without Replacement
When teaching a TA we full physically prompt all the beginning steps and use a lesser intrusive prompt for the last step
Backward Chaining
something that is observable and measurable
Behavior
Reinforcing a learner after an average amount of responses
Variable Ratio
Narrative data over novel behaviors
ABC Data
Before a work session we should always perform this
Preference Assessment
Tangible evidence
Permanent Product Recording
Pref. Assessment where a child picks between two items
Paired Choice Pref. Assessment
Pref. Assessment where we offer one item to see if they are interested
Single Stimulus Pref. Assessment
no longer reinforcing a previously reinforced behavior
extinction
reinforcing a replacement behavior that is impossible to do at the same time
DRI
Pref. assessment where a child picks from an array and the item they chose stays in the next array
Mult. Stimulus With Replacement
helping a learner with hand over hand
full physical prompting
showing the learner what the SD should look like before they complete it themselves
model prompting
Child led pref. assessment where they can pick anything in the room
Free Operant
Information on the X Axis
Date
When teaching a TA, we are teaching ALL the steps at the same time
Total Task Chaining
Anything that occurred directly AFTER the observed behavior
Consequence
Vertical line on a graph
Y Axis
guiding the learners arm to respond to an SD
partial physical prompt
the role of the RBT
implementing behavioral plans
Either contriving or using opportunities as they arise to teach and generalize skills
Natural Environment Teaching (NET)
the person you are going to go to if you have a question about the learner's acquisition program
Program Manager (PM)
The amount of sentences usually needed on your insurance note for a 4 hour session
6-8
