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.
Fixed Ratio Reinforcement
Specific number of behaviors must occur before or reinforcer is given.
Variable Ratio
The number of behaviors needed in order to receive the reinforcer varies. Variable schedules of reinforcement, once a behavior is established by this method, are resistant to change.
Shaping
This is a technique that creates a behavior by reinforcing approximations of the desired target behavior.
Extinction
Eliminating the reinforcers or rewards for the behavior terminates the problem behavior.
Punishment
The introduction of an undesirable stimulus that decreases a behavior.
Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities
Gf: fluid intelligence or fluid reasoning. Refers to inductive & deductive reasoning with materials & processes that are new to the person doing the reasoning.
Gc: crystallized ability or crystallized verbal ability. Refers to the application of acquired knowledge & learned skills to answering questions & problem solving.
Gv: visual processes. Involves fairly simple visual perceptual tasks to higher level visual & cognitive processes.
Ga: auditory processing. Involves recognizing similarities & differences among sounds & recognizing degraded spoken words such as words with sounds omitted or separated.
Gs: processing speed. Refers to measures of clerical speed & accuracy.
Gsm: short-term memory. Refers to immediate memory.
Glr: long-term retrieval. Refers to memory storage & retrieval over longer periods.
Das-Naglieri PASS Model
Planning
Attention
Simultaneous Processing
Successive Processing
Phonology
System of sounds that a language uses.
For example, the study of movements the body goes through in order to create sounds, such as the pronunciation of the letter “t” in “bet.”
Phoneme
The basic unit of our language is sound or phonetic system. It is the smallest sound units that affect meaning. For example, /s/.
For example, in school a child will learn each word have three distinct sounds (phonemes), like car has three sounds /c/ /a/ & /t/
Morpheme
Language is smallest units of meaning, such as prefix, suffix, or root word.
For example, “pre” in the word “preheat.”
Semantics
Word meanings in combinations. Such as in phrases, clauses, & sentences.
For example, “destination” & “last stop” technically means the same thing.
Syntax
How words may combine into phrases, clauses, & sentences.
For example, the arrangement of words. “Jillian hit the ball” or “Hit Jillian the ball.”
Pragmatics
A set of rules that specify appropriate language for particular social contexts.
For example, “will you crack open the window? I am getting hot.” Semantically, the “crack” means to break. But pragmatically we know that the speaker means to open the window just a little to let in some air.
Code Switching
Acquiring two languages simultaneously as a child can sometimes slow language development.
Noam Chomsky
He proposed that children are born with a natural mental structure that guides their achievement language & grammar. He also asserted that certain “universal features” that are common to all languages are natural.
Interactionist View
States that language is learned in the context of spoken language but assumes as well that humans are in some way biologically prepared for learning to speak. Language interactions involve the interplay between a child’s biology & social environment.
Cognitive Abilities Tests
Cognitive tests are normal reference scientific instruments that psychologists use to measure human abilities that are strongly correlated to a host of outcomes.
Cognitive tests are a way to predict future learning success to detect students’ profile of learning.
Formative Evaluations
Specific assessments used to determine the student’s strengths & weaknesses. They typically evaluate the academic area in which students are doing well & areas in which they are doing poorly.
Summative Evaluations
They provide a review & summary of a person’s accomplishments to date. They are generally provided at the end of the grading period to provide a summary of the student’s achievement.
Achievement Tests
A performance test that describes the skills a person has learned in school. These tests are concerned with the mastery of a type of skill such as reading, writing, & math
Domain-Referenced & Criterion-Referenced Tests
These tests are concerned with the level mastery of a defined skill set. Their purpose is to assess a student standing on a defined standard or performance of a specific skill.
Norm-Referenced Tests
These tests evaluate a student’s performance in relation to the performance of a general reference group. The performance is defined by comparison with the behavior of others.
Standard Scores (SSs)
Used to describe a person’s position within the normal curve (bell curve) of human traits. These scores express the position of a score in relation to the average (mean) of other scores. Standard scores use standard deviations in their formulas & place a student score as below average, average, or above average.
For example, standard score = 85-115 is average.
T-Scores
A mean 50 & a standard deviation of 10 (T = 40-60 is average)
False Positives
A student performs well on a test, but in actuality, the student is failing in the authentic environment.
For example, a student scores high on a reading comprehension test, but has difficulty reading in class.
False Negatives
A student performs poorly on a test, but in actuality, this student is making acceptable progress in the authentic environment with little or no problem.
Externalizing Coping Styles
Example of externalized coping involves acting out, behavior problems, fighting, & disrupting class.
Internalizing Coping Styles
Students with internalized styles may develop depression, shut down, or become non-responsive.
Standard Deviations (SDs)
1 SD is 68%
2 SD is 95%
3 SD 98%
Fluid Intelligence
Refers to the ability to solve problems through reasoning. Fluid problem solving is not primarily based on previous learned facts, techniques, or language. Fluid reasoning is sometimes referred to as nonverbal reasoning, immediate problem solving. Fluid thinking involves the ability to summarize and comprehend information to solve a task.
Crystallized Intelligence
Refers to the ability to solve problems by applying learned facts and knowledge.
Consultee Centered Consultation
Benefits the teacher by building skills that might be used to help numerous other people. In other words the psychologist helps the teacher develop new skills to support students.
Program Centered Administrative Consultation Model
benefits an entire program or school. For example, a school psychologist performs in service for school.
