A.shaping

B.chaining

C.discrete trial

D.naturalistic

A.verbal; non-specific

B.non-verbal; non-specific

C.non-verbal; specific

D.verbal; specific

A.a running account of the behaviors and environmental circumstances to identify further behaviors and related variables worthy of analysis.

B.information, which can be used to set inclusion goals, concerning proximity and social contacts with non-disabled peers in segregated settings.

C.demographic data such as age, marital status, sex, and educational experience and to identify appropriate interventions.

D.data on various tasks the person can perform, such as putting on a shirt or tying shoe laces, to further identify skills training goals.

A.group students and build fluency.

B.identify errors and build fluency.

C.group students and identify errors.

D.maintain speed and finish lessons.

A.Nathan hits others during math class but not during other classes.

B.Peter loves to talk to his peers, which is very disruptive during church.

C.Suzi refuses to eat dinner, but she does eat breakfast and lunch.

D.Tabitha gloats when she wins a game and pouts when she loses.