Application Assignment 4 Flashcards
1
Q
areas of assessment and planning
A
- functional skills for daily living
- self-determination
- academic instruction
- inclusion
- related services
2
Q
functional skills for daily living
A
- reduce dependency on others
- ID skills to participate at home, at school, and in community
- eating, toileting, dressing, hygiene, etc.
3
Q
self-determination
A
- choice making
- decision making
- problem solving
- goal setting and attainment
- self-observation
- evaluation
- reinforcement
- internal locus of control
4
Q
academic instruction
A
- functional academics
- participation in gen ed curriculum
5
Q
inclusion
A
- adequate planning and collaboration
- use UDL
- use evidence-based instructional strategies
- develop instructional goals based on gen ed curriculum
6
Q
tools for assessment and planning
A
- review previous records
- interview parents
- use formal assessments and curriculum guides
- conduct ecological inventories
- determine academic goals and objectives
- conduct preference assessments
- assess self-determination skills
7
Q
reviewing previous records
A
- what has the student attempted
8
Q
interview parents
A
- look through cultural lense
9
Q
use formal assessments and curriculum guides
A
- o Diagnostic Adaptive Behavior Skills (DABS)
- o Vineland Adaptive Behavior Scales 3rd edition
- o Adaptive Behavior Assessment System – 3rd edition (ABAS)
- o Supports Intensity Scale (SIS)
- o COACH 3 (Choosing Options and Accommodations for Children)
- o The Syracuse Community-Referenced Curriculum Guide
10
Q
formal planning documents
A
- IEP
- individual family service plans
- transition plans
11
Q
chained behaviors
A
chained tasks are broken down into small discrete behaviors or steps through a task analysis
12
Q
formats for chained tasks
A
- forward chaining: one step of a task is taught at a time
- backward chaining: instructor performs all of the steps for the learner except the last step of the sequence and then teaches that step to the learner
- total task presentation: during every instructional trial, learner has opportunity to perform every single step of the chain
13
Q
prompts
A
- errorless learning: learner should be prompted to make correct response instead of becoming frustrated, practice incorrect responses, or make guesses
- stimulus prompts: in place prior to instruction and increase likelihood that learner will perform a correct response
- response prompts: inserted in instructional trials to elicit correct responses
14
Q
prompt heirarchy
A
- independence
- verbal prompt
- gestural prompt
- model prompt
- physical prompt
15
Q
trial formats
A
- massed trial format: when one instructional trial after another takes place in quick succession with no other activity in between
- spaced trial format: when a learner has opportunity to respond then time to contemplate the response or listen to others respond before receiving another trials on the same skill
- distributed trial format: participate in one instructional trial then do another activity before another instructional trial
16
Q
phases of learning
A
- acquisition
- fluency
- maintenance
- generalization
