Perfect Prompts
Radiant Reinforcement
Gorgeous Generalization
Particular Preferences
DTT vs. NET
100

Prompt fading is used so natural SD’s can acquire this around target behaviours.

Stimulus control

100

R+ delivery should be this on the correct target behaviour occurring.

Contingent

100

This type of generalization could refer to people, settings, and materials.

Stimulus generalization

100

You are considered this type of stimulus until you are paired with a brand new learner.

Neutral

100

DTT uses these types of opportunities for responding.

Discriminated

200

This type of prompt makes stimuli related to the target behaviour more obvious.

Stimulus prompt

200

This R+ schedule fulfills the “immediate and frequent” requirement for learning new skills.

CRF (continuous schedule of reinforcement)

200

I use these generalization techniques when I alter how review questions are asked.

Train sufficient exemplars

Train loosely

200

Using effective preference-based teaching helps reduce the value of this.

Escape

200

The time between trials in DTT is this.

Short

300

Moving through this type of prompting hierarchy ends with full independence.

Most to least

300

This R+ schedule delivers a reinforcer based on responses.

Ratio schedules

300

This type of generalization has occurred when someone can spell GENERALIZATION by writing, typing, or dictating the letters out loud.

Response generalization

300

Pairing involves this process with an established reinforcer.

Conditioning, associating

300

Natural environment teaching should capitalize on this.

Motivation

400

This type of prompting hierarchy may result in more errors.

Least to most

400

Ratio and interval schedules can be this or this.

Fixed or variable

400

By creating an environment that mimics a behaviour analytic teaching context, the clinical skills demonstration assignment represents this generalization tactic.

Program common stimuli

400

Preferences should be incorporated into these aspects of a session.

Before, during, and after

400

You ask your learner to tell you which tasks they would prefer to work on first in your session to incorporate this aspect of PRT.

Learner choice

500

Increasing the amount of time between the SD and the prompt, as a prompt fading technique, is called this.

Time delay

500

The number of responses required for reinforcement in an interval schedule.

One after the required period of time has elapsed.
500

This is important to do to schedules of reinforcement when considering how to maintain behaviour change.

Thin the schedule of reinforcement

500

These types of tasks can be considered preferred during teaching sessions, so the entire session is not taken up by acquisition tasks.

Mastered tasks

500

You flip between different programs during a session to ensure you are using this aspect of PRT.

Task variation

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