ABA - Jeopardy!

Verbal Behavior

Show Me the Data

R+

Skill Acquisition

What's the Function?

100

A request for an item, activity, or information.

A. Mand

B. Intraverbal

C. Echoic

D. Textual behavior

A. Mand

100

Tracking the number of times a target behavior occurs.

A. Duration

B. Latency

C. Intensity

D. Frequency

100

A stimulus that increases the frequency of a response it follows.

A. Reinforcer

B. Aversive condition

C. Discriminative stimulus (SD)

D. Prompt

A. Reinforcer

100

A method of teaching when a learner is given an opportunity to respond to an instruction, a specific response is expected, and a reinforcer or correction follows their response.

A. Trial and error

B. Shaping

C. Discrete Trial Teaching (DTT)

D. ABC data

C. Discrete Trial Teaching (DTT)

100

This function is maintained by others' social reactions in response to a behavior.

A. Tangible

B. Self-stimulation

C. Escape demand

D. Attention

200

Labeling a person, object or action.

A. Mand

B. Textual behavior

C. Echoic

D. Tact

200

The length of time a target behavior occurs.

A. Duration

B. Latency

C. Intensity

D. Frequency

A. Duration

200

Method for determining the most effective reinforcer at a given time.

A. Functional assessment

B. Motivation operation

C. Preference assessment

D. Reinforcement contingency

C. Preference assessment

200

Opportunities within the natural environment to teach a new skill or shape a target behavior.

A. Trial and error

B. Shaping

C. Discrete Trial Teaching (DTT)

D. Natural Environment Teaching (NET)

200

This function is maintained by getting out of a less preferred situation.

A. Tangible

B. Self-stimulation

C. Escape demand

D. Attention

C. Escape demand

300

Repeating what another says.

A. Textual behavior

B. Intraverbal

C. Echoic

D. Mand

C. Echoic

300

Independent, Error, Gestural, Positional, Demonstration, Verbal, Physical.

A. Response topographies

B. Error codes

C. Prompt codes

D. Quality measures

C. Prompt codes

300

The response-contingent presentation of a reinforcer resulting in an increased frequency of that response.

A. Functional assessment

B. Motivation operation

C. Escape contingency

D. Reinforcement contingency

300

Providing a prompt strong enough for the learner to emit the correct response and contact reinforcement.

A. Trial and error

B. Prompt fading

C. Discrete Trial Teaching (DTT)

D. Errorless learning

300

This function is maintained by effectively gaining access to an item or activity.

A. Tangible

B. Self-stimulation

C. Escape demand

D. Attention

A. Tangible

400

Teacher: "Old MacDonald had a farm..."

Learner: ...E-I-E-I-O!"

A. Mand

B. Intraverbal

C. Echoic

D. Textual behavior

B. Intraverbal

400

A method of data collection that is used to record what happens before (antecedent) and after (consequence) a target behavior.

A. ABC data

B. Preference assessment

C. Reinforcement

D. Prompt codes

A. ABC data

400

No longer reinforcing a behavior that has previously been reinforced.

A. Punishment contingency

B. Penalty contingency

C. Extinction

D. Time out

C. Extinction

400

Teaching a new skill by providing reinforcement for part, an approximation to the full target behavior and gradually increasing requirement to gain reinforcement.

A. Trial and error

B. Shaping

C. Discrete Trial Teaching (DTT)

D. Incidental teaching

B. Shaping

400

This function is maintained by the built-in sensations the behavior produces.

A. Tangible

B. Self-stimulation

C. Escape demand

D. Attention

B. Self-stimulation

500

The form of a mand is controlled by this procedure or condition (e.g. removing a toy car when teaching the mand "car").

A. Demonstration prompt

B. Motivating operation

C. Discriminative stimulus (SD)

D. Visual prompt

B. Motivating operation

500

The name of a performance standard, typically 80% of trials correct (e.g., independent) over 2 or more sessions.

A. Behavior plan

B. Target objective

C. Intensity

D. Mastery criterion

500

An SD is given, "Do this!" If the learner imitates the motor action she gets a reinforcer. If she does not she does not get a reinforcer.

A. Differential reinforcement

B. Shaping

C. Extinction

D. Reinforcement contingency

A. Differential reinforcement

500

Teaching a new skill by breaking it down into smaller parts and teaching forward, backward, or all at once in a task analysis.

A. Chaining

B. Shaping

C. Trial and error

D. ABC data

A. Chaining

500

An assessment of the contingencies responsible for problem behaviors.

A. Functional assessment

B. Needs assessment

C. Problem assessment

D. Preference assessment

A. Functional assessment