Chapter One Flashcards
Whole-Interval Recording
Only recorded when the behavior occurs during the entire time interval. (This is good for continuous behaviors or behaviors occurring in short duration). You only record the presence of a behavior if it occurred for the entire duration of the interval.
Frequency or Rate Recording
Records the number of behaviors that occurred during a specific period.
Duration Recording
Refers to the length of time the specific behavior lasts.
Latency Recording
Time between onset of stimulus or signal that initiates a specific behavior.
Time-Sampling Interval Recording
Effective when the beginning & end of behavior are difficult to determine or when only a brief period is available of observation.
Partial-Interval Recording
Effective when behaviors occur at a relatively low rate or for inconsistent durations. You record the presence of the behavior if it occurred for any part of the interval.
Momentary Time Sampling
Least biased estimate of behavior as it is actually occurring. Behavior is scored as present or absent only during the moment that a timed interval begins.
Least Dangerous Assumption
It is better to provide additional support to a student who may not need it (false positive) than to deny additional support to a student who may need it (false negative).
Curriculum-Based Measures (CBM)
Typically, reliable, but must be used with local norms, benchmarks, & standards. For example, reading fluency measures such as Dynamic Indicators of Basic Early Literacy Skills (DIBELS).
CBM is instructionally focused—more formative. Measurement and evaluation procedures that teachers could routinely use to make decisions about whether and when to modify a student’s instructional program. CBM encourages the development and use of local norms.
Cognitive Assessment Test (CogAT)
A cognitive measure, but it is group administered & can be used as a screener.
System to Enhance Educational Performance (STEEP)
Schools use this system to conduct CBMs several times a year in reading, writing, & math to identify students in need of additional support.
Subskill Mastery Measurement (SMM)
The student’s progress is collected to determine whether the specific intervention for the target behavior is effective.
SMM data should be collected frequently, even daily.
General Outcome Measurement (GOM)
Data is collected to determine whether the student is making progress toward long-range goals.
GOMs are used less frequently than SMMs, such as once a week.
General RTI evaluation points
Rule One:there should be no new highs or lows for three consecutive data points for the baseline data.
Rule Two: 80% of the data points should fall within 15% of the average line.
Collect a minimum number of baseline data points approximately three to five points.
Curriculum-Based Assessment (CBA)
This is a term used to describe a broad assessment program or process, this may include CBMs (Curriculum-Based Measures) or structured observations.
CBA is more summative focused. Any testing strategy that uses the curriculum students are expected to master as the testing materials.
Ecological Assessments
Helps to determine the “goodness to fit” between the student & the learning environment.
ICEL
I: instruction
C: curriculum
E: environment
L: learner
Premack Principle
This principle was developed by David Premack. This theory states that a lower-level behavior can be shaped by a higher-level (desired) behavior.
This theory is sometimes termed contingency learning because of desired behavior is contingent on first completing a lesser desired behavior.
Immediacy
This is a key behaviorism concept. Consequences (for example rewards) should occur immediately after the behavior in order to be an effective reinforcement.
Negative Reinforcement
A behavior increases under negative reinforcement. A stimulus is removed, which causes a behavior to increase.
Positive Reinforcement
A behavior occurs, a rewarding stimulus is provided, & the behavior increases.
