A. frequency

B. inter-response time

C. latency

D. compliance

A. development of hypothese

B. gathering of historical information as well as current source

C. graphic representation of dat

D. manipulation of variable

A. a summary of the functional assessment; the target behavior; and the consequences for its occurrence and non-occurrenc

B. vocal descriptions of how the behavior is to be measured; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavio

C. written descriptions of how the behavior is to be measured; when behavior must occur; the consequences for its occurrence and non-occurrence; the contract manager; and the target behavio

D. a summary of the functional assessment; written descriptions of how the behavior is to be measured; when behavior must occur; the contract manager; and the target behavio

A. Keep a running tally of the occurrences on the chalk boar

B. Record each occurrence using a portable counte

C. Use a timer and record the number of minutes for each occurrenc

D. Document whether or not the behavior occurred every hou

A. changes in a response class produce a functional consequenc

B. changes in a stimulus class consistently alter a property of a response clas

C. reinforcement is contingent upon respondin

D. a stimulus elicits a response without previous conditionin

A. Because the behaviors are topographically similar, implementing the plan designed for Morgan would be appropriate as it is the least restrictive optio

B. Complete a separate functional assessment and plan for Jami

C. Use the same plan for both, just ensure the ecological variables correspond to the studen

D. Do a separate functional analysis, but the same behavior supports can be applied to both student