final

Question 1

classroom climate

Answer 1

• Refers to the overall atmosphere of the classroom environment
• Classrooms should look like a place where learning occurs, where learning is important, and where learning is celebrated
• Classrooms should feel warm, inviting, and safe, without losing the overall ambience of a learning environment

Question 2

Allocated time

Answer 2

• the amount of time the teacher delegates for each instructional activity
• allocating as much time as possible for academic instruction is important for both student learning and appropriate behavior

Question 3

Engaged time/Time on task

Answer 3

• percent of allocated time that students actively participate in instructional activities
• students do not learn unless they have the opportunity to learn through interaction with instructional stimuli

Question 4

academic learning time

Answer 4

successful engaged time

Question 5

Strategies for Achieving a Positive Classroom Climate

Answer 5

1. always model respectful and polite behavior with your students
2. know your students
3. spend time interacting with your students
4. learn and use effective listening skills
5. use humor
6. solicit student input about the class
7. have students help with basic classroom tasks
8. use peer tutoring
9. give students choices
10. have group meetings to discuss student concerns
11. provide a classroom suggestion box
12. use positive, caring talk when speaking to other educators and parents about students

Question 6

Characteristics of academically successful students (effective learners)

Answer 6

• Are highly and actively engaged in the learning process
• Use a variety of strategies to self-regulate their own learning
• Are motivated to succeed, and expect to succeed
• Have appropriate social behavior

Question 7

Characteristics of students with learning and behavior difficulties

Answer 7

ž Are minimally engaged in most aspects of the learning process
ž Use few, inefficient strategies to self-regulate learning
ž Have low motivation for learning, and expect failure in academic work
ž Exhibit a higher number of inappropriate behaviors

Question 8

Whole-group instruction/large group instruction

Answer 8

• instruction is delivered to the entire class at once, and is used for teaching new content
• research has shown that large group instruction can be effective for all students
• can reduce transitions and the amount of time students must work independently while increasing teacher supervision and feedback

Question 9

Small group instruction

Answer 9

• Students are grouped into small, homogeneous groups for instruction
• While the teacher works with one group, the remaining students work on other instructional activities

Question 10

One-on-one instruction

Answer 10

• Teachers work individually with students to deliver instruction
• Teachers can customize instructional language, examples, and explanations for a single student
• Teachers are advised to use one-to-one instruction rarely, mainly to reteach or to teach new content to a student whose needs would not be met in group

Question 11

Reinforcement

Answer 11

• Reinforcement is a process in which a behavior is strengthened as a result of a consequence that follows the behavior
• Reinforcement can increase the frequency, rate, intensity, duration, or form of a behavior
• Reinforcement can be used with groups or individual students to strengthen or increase all types of behaviors, including academic behaviors
• Reinforcement is also important for establishing new behaviors
• Effective teachers will use reinforcement to teach and encourage appropriate, prosocial behavior

Question 12

Shaping

Answer 12

• The process of reinforcing successive approximations to a desired target behavior
• Gradually, reinforcement is given for increasingly more accurate forms of the target behavior.
• Eventually, only the target behavior in its correct form is reinforced

Question 13

Primary reinforcement

Answer 13

• Also called unlearned reinforcers or unconditioned reinforcers
• (Things we cannot live without)- Food, sleep, liquids, sexual stimulation, shelter

Question 14

secondary reinforcement

Answer 14

• No intrinsic value for survival and no connection to biological need
• Types of secondary reinforcers:
• social reinforcers- praise, proximity, recognition
• activity reinforcers- games, classroom jobs, use special materials
• material reinforcers- stickers, supplies, games, books
• token reinforcers – stars, stamps, chips, tickets

Question 15

Reinforcement survey

Answer 15

• Involves presenting potential reinforcers to students noncontingently, and observing those items or activities that students select
• Students will eventually tire of even the most attractive reinforcer
• Satiation - when the reinforcer loses its motivating power
• Deprivation - students must only be able to access the reinforcer through the reinforcement system, and even then, only for limited times or in limited quantities.
• Successful reinforcement programs are a careful balance between deprivation and satiation.

Question 16

Premack Principle

Answer 16

• a desirable activity is available only after completion of a low-probability behavior
• Known informally as Grandma’s Law
• “No dessert unless you eat your vegetables”

Question 17

Token economy

Answer 17

• Tokens have no intrinsic motivational power; their motivational power comes from the fact that they may be exchanged for backup reinforcers, such as food, activities, privileges, or material reinforcers.
• A token system consists of two components:
• tokens
• backup reinforcers
• Tokens: stickers, tickets, coins
• Backup Reinforcers: candy, homework pass, free time

Question 18

Contingency contract (behavior contract)

Answer 18

• A contingency contract is an agreement, usually written, between a student and adult (parent, teacher, administrator) that delineates what each party will do.
• Contracts should include:
• the behaviors that the student will perform
• how much
• by when
• what the teacher or other adult will do to support and reinforce those behaviors
• Advantages of behavior contracts: Student has input into the system, Formalizing the contract in writing may increase the likelihood of both parties exhibiting the behaviors specified, easy to use

Question 19

Group contingencies

Answer 19

.1. can increase one or more target behaviors across all students in a group
* 2. can encourage group cohesiveness and teamwork because in some forms of group contingencies, students work together for a common goal

Question 20

Independent contingency

Answer 20

• The same reinforcer or reinforcers is available for all students in the group
• Attainment of the reinforcer depends upon each student’s individual performance
• Any student who meets the criterion earns the reinforcer
• Students who do not exhibit target behaviors at expected levels do not earn the reinforcer

Question 21

Interdependent Continquency

Answer 21

• Students work together for a common reinforcer
• Every student must exhibit the target behavior at the specified criterion level in order for students to receive reinforcement
• Used to improve academic and social behaviors, and reduce disruptive behaviors

Question 22

Dependent (hero contingency)

Answer 22

• Reinforcement for all students is contingent upon the performance of one or more individual students
• If these students perform the target behavior, all students receive reinforcement

Question 23

Self-monitoring

Answer 23

• Observing and recording one’s behaviors
• Important self-control strategy, but one that many students do not learn without specific instruction
• Can be applied to both discrete behaviors and continuous behaviors

Question 24

self- reinforcement

Answer 24

• Students are allowed to award themselves a reinforcer if they determine that they met criterion for the target behavior
• Reinforcers are usually tokens or points
• Evidence indicates that self-determined contingencies may be more effective than teacher-determined contingencies

Question 25

self- instruction

Answer 25

• Using verbal cues to initiate, guide, or inhibit behavior.
• Steps in teaching students to self-instruct are:
• The teacher models the behavior while talking aloud
• The teacher talks aloud while the student performs the behavior
• The teacher whispers and the student talks aloud while performing the behavior
• The teacher mouths the words and the student whispers while performing the behavior.
• The student performs the behavior while using silent (covert) self-instruction

Question 26

self- evaluation

Answer 26

• Assessing one’s performance against a standard
• Students record how well or to what extent the target behavior was exhibited.
• To teach students to self-evaluate their performance, students must first understand criteria for behavioral performance.

Question 27

Differential reinforcement of incompatible behavior (DRI)

Answer 27

Target behavior is reduced by systematically reinforcing appropriate behaviors that are incompatible with the challenging behavior.

Example:
You’re trying to teach a child to remain seated in class, you’re going to provide reinforcement when they are in their seat and withhold reinforcement when they are out of their seat.

Question 28

Differential reinforcement of alternative behaviors (DRA)

Answer 28

Reinforcing a student for an appropriate alternative behavior that serves the same function.

Example: A child chews on his shirt collar for a sensory experience. Teacher gives him a chewy toy (same function: sensory experience) and rewards him when he uses it instead of chewing on his shirt.

Question 29

Differential reinforcement of lower levels of behavior (DRL)

Answer 29

• This is used when you are trying to REDUCE but not eliminate a behavior. For example, you want a student to ask for help less frequently or ask for attention less frequently.
• Lower the rate of a response by reinforcing fewer incidents of that response or by reinforcing longer time intervals between incidents of the response.

Question 30

Differential Reinforcement of Other Behavior (DRO)

Answer 30

This procedure entails delivering reinforcement whenever the problem behavior does not occur during a predetermined amount of time.

Example: Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use DRO in order to reinforce the absence of pulling her hair. Using this procedure, the teacher sets a timer for three minutes on Julie’s desk. If Julie does not pull her hair for the entire three minutes then she is reinforced. If Julie does pull her hair, she is not reinforced and the timer is reset.

Question 31

Zero tolerance

Answer 31

• The Department of Education’s Office for Civil Rights defines a zero tolerance policy as one that “results in mandatory expulsion of any student who commits one or more specified offenses.”
• Most schools have a zero tolerance policy for:
  weapons and firearms
  alcohol
  drugs
  violence
  tobacco

Question 32

Punishment

Answer 32

• Punishment is easy to use, and therefore often used too quickly, before other positive, preventive strategies.
• Punishment can produce undesirable side effects.
• IDEA requires the use of positive behavioral interventions and supports for behaviors that interfere with learning
• Two procedures involve removal of reinforcers to reduce or eliminate behavior: response cost and timeout

Question 33

Timeout

Answer 33

individual is denied access to reinforcers for a predetermined period of time

Question 34

Response cost

Answer 34

some amount of reinforcers are withdrawn or removed, contingent upon a particular behavior . Example: Removing a token from a token board after it has been earned
- Form of punishment: Taking away tokens

Question 35

Forms of timeout

Answer 35

Nonexclusionary -Reinforcement is withheld but the child remains in the instructional setting
Exclusionary - involves removing the student from the instructional activity to another area within the classroom or outside of the classroom
Seclusionary- refers to the use of a designated timeout room for total isolation of the student – this is used SPARINGLY

Question 36

replacement behavior

Answer 36

the behavior you want your student to do IN PLACE OF his/her
target behavior. This behavior MUST serve the same function as the target behavior. It must
also be relatively easy to do.

Question 37

Crisis intervention plan

Question 38

setting goals

Answer 38

• involves having students set goals for their performance
• goals can be set for improving academic performance, exhibiting desired behaviors, handling social situations appropriately