Competence Scale

Question 1

3-5 rules are visible in classroom

Answer 1

Competence rating: Rate the quality of rules based upon their being stated positively and being developmentally appropriate. In addition, if there are more than 5 rules stated this should be taken into account in your Quality rating.

Question 2

Teacher reviews rules, addresses rule violations

Answer 2

Competence rating: characteristics of quality would be the clarity of the reviewed rules, the specificity and accuracy of the reviewed rules, and the timing of the reviewed rules.

Question 3

Precorrection

Answer 3

A precorrection would be deemed thorough and skillful if it clearly describes the desirable behavior in a positive, respectful manner. In addition, for a high Competence rating the precorrective statement should be efficient (i.e., does not interfere with the flow of instruction) and timely (i.e., occurs prior to a problem behavior).

Question 4

OTRs

Answer 4

High Competence OTRs are developmentally appropriate, have appropriate wait time depending on the complexity of the skill, and may take a variety of forms (e.g., questions, games, songs, gestures).
When rating the Competence of OTRs the observer should keep in mind the skillfulness, timing and appropriateness of the OTR.

Question 5

Behavior Specific Praise

Answer 5

The dimensions that are taken into account when rating Competence (skillfulness, timing and appropriateness) are illustrated by characteristics of the praise statement such (a) it is sincere, (b) it is contingent on a desirable behavior, and (c) is focused on effort.

Question 6

Corrective Feedback

Answer 6

Competence - timing is illustrated when the teacher provides corrective feedback to the target child immediately following the child’s error.
Further, it should be provided in a respectful, encouraging tone that takes into account the teacher’s knowledge of the child and the instructional context.

Question 7

Instructive Feedback

Answer 7

High Competence instructive feedback
communicates clearly to the child the behavior s/he performed correctly
is provided immediately following a correct response
is provided in a comment rather than a question in developmentally appropriate language
is used by the teacher within the instructional pace as s/he tries to maintain student engagement.