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EDUC 445 > Midterm Studying > Flashcards

Midterm Studying Flashcards

1
Q

School Act vs Education Act

A

Education Act = new (moving towards)

Focus on Inclusion

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2
Q

Punishment to modify behaviour

A

Bad because

  • validates using pain to control others
  • provokes aggression
  • causes emotional harm
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3
Q

Useful strategies for learned helplessness

A

Self-determination & growth-mindset stuff

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4
Q

BOATS - Can behaviour be unlearned?

A

yes

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5
Q

Strategies -how to increase control and choices

A
  • teach to evaluate own work
  • allow flexibility in schedule
  • encourage to take breaks

NOT joining groups!

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6
Q

Prompting example

A

-‘inside voices’

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7
Q

Extinction

A
  • form of classical conditioning
  • bad behaviours can be unlearned or replaced with good behaviours
  • example: quitting smoking: need to either prevent good feeling after smoking or create good feeling without smoking (patch)
  • may not prevent relapse if stimulus appears
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8
Q

Chaining

A

-teaching or reinforcing a skill by breaking it down into a series of smaller tasks that begin from the simplest to the most complex. Each step or link on the line acts as a cue to the next task on the line.

  • There are two types of chaining: forward and backward chaining. Forward chaining is where one starts from the beginning, linking up tasks to the end, while backward chaining is where one links up tasks from the end backwards to the beginning.
  • bedtime routines
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9
Q

Redirection

A

-clap hands for attention

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10
Q

Response Cost

A

take away a good thing

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11
Q

how to measure progress?

A

provide info about Action, Context and Terms

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12
Q

Premack Principle

A

“Work first, play later”
OR…
preferred behaviours can be used as rewards for less preferred behaviours

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13
Q

Misbehaviour reasons

A

Attention/obtain
Escape/avoid
Power/control
Self-regulation/sensory stimulation

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14
Q

?? resilience scale

A

note: heavier part is the wider part of the fulcrum!

Attitude is weighted in favour of positive outcomes

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15
Q

Student wanders room and won’t sit down when homework being checked

A

Escape/avoid

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16
Q

3 pillars - review notes

A

?

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17
Q

How much time do students lose b/c of disruptions?

A

up to 38 days/year (2 months!)

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18
Q

Which brain structure is involved with decision making, reward systems, impulse control and emotions?

A

the Anterior Cingulate Cortex

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19
Q

What kind of theory is Behaviourism (Brent Davis)

A

Correspondence/Conduit

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20
Q

Classical V operant conditioning

A

Classical:

  • signal BEFORE behaviour (cue)
  • signal is NEUTRAL (NO REWARD)
  • focus on INVOLUNTARY

Operant

  • signal AFTER choice
  • signal is NOT neutral (reward/punishment)
  • focus on changing VOLUNTARY behaviours (strengthening or weakening)
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21
Q

Classical conditioning is good for…

A

classroom routines

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22
Q

Operant conditioning examples

A
  • grades

- stickers

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23
Q

What is generalization and why is it potentially bad?

A

Conditioned behaviour can become generalized to other situations - test anxiety can become pervasive

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24
Q

What 2 topics are associated with learned helplessness

A

bullying

depression

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25
Q

what happens in the brain when bullied?

A

levels of corticosterone increase (due to stress) in area of brain that processes reward stimuli (may increase risk of substance abuse)

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26
Q

applications of classical conditioning

A
  • extinction
  • counterconditioning
  • flooding
  • systemic desensitization
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27
Q

What is counterconditioning?

A

-classical conditioning strategy
-more powerful than extinction because negative stuff is involved
-create negative experience after original stimulus-response
-ex: drinking ->pleasure -> hang over
PROBLEM: often temporary

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28
Q

what is flooding

A

-form of classical conditioning
-good for phobias
-interact with fears long enough to see it’s safe
-ex; prolonged exposure to snakes if afraid of snakes
PROBLEM: mixed results: may get worse

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29
Q

what is systematic desensitization

A

-form of classical conditioning
-make an anxiety hierarchy, then do things in order
-learn to relax
-like flooding, but without the ‘trial by fire’
PROBLEM: effective, but takes a while to work

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30
Q

what are reinforcement schedules

A

rules indicating when you can have rewards

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31
Q

What are the 2 types of reinforcement schedules?

A

Continuous

partial

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32
Q

What kind of reinforcement works fastest

A

variable ratio

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33
Q

What kind of reinforcement has least extinction

A

variable ratio

34
Q

What lasts longer, ratios or intervals?

A

ratios

35
Q

how should we praise?

A

focus on control & efforts

36
Q

how to praise

A
  • focus on effort
  • describe specific things (esp strategies)
  • comment on helpful strategies
  • link outcomes to behaviour
  • ask student to explain work
37
Q

difference between feedback loop and straight path

A

feedback loop has ‘adjustment’ after evaluation (i.e. student implements change after eval

38
Q

whether or not students use feedback is dependent on…

A

how safe it feels

39
Q

what is LEAFF?

A

Learning Error and Formative Feedback

  • we implement feedback if it feels safe
  • shows that feeling safe means more errors off the bat…but way less going forward!
  • necessity of errors (failure-driven learning)
40
Q

safe vs unsafe: difference in goals

A

safe: mastery goals
unsafe: performance goals

41
Q

who can administer an assessment for a ‘code’?

A

only registered psychologists

42
Q

what might be wired differently in IPP students?

A

anterior cingulate cortex

43
Q

what should goals be?

A

manageable, measurable and meaningful

44
Q

the IPP is a coordinated effort by who?

A

the learning team

45
Q

does the learning team include parents, psychologists, Its, etc?

A

yes

46
Q

should you repeat info on the IPP if relevant?

A

NOPE

47
Q

IPP: Medical Conditions that Impact Schooling

A
  • relevant to learning needs
  • ONLY directly related to learning
  • diagnosed conditions
  • medications
  • medical events
  • note if NONE
48
Q

Tourettes - Medical condition

A

Bob was diagnosed with Tourettes in 2010 by Dr. Shrink. He experiences motor (leg/neck) and verbal(humming) tics as a result of this condition. He takes TicMed for these symptoms

49
Q

Current level of performance

A

Informal; school specific; done by teachers (you or specialized)

  • snapshot relative to grade level
  • observations
  • 1x/year or more
50
Q

Assessment related to IPP goals

A

You do or team does; informal; related to IPP goals

  • observations
  • checklists
  • collected work
  • 3x/year+
51
Q

Specialized assessment

A

Done by pro; 2-5 year intervals

52
Q

what can IPP strengths include?

A

hobbies/interests (computer programming), learning preferences (visual, etc), processing skills (working memory), organizational skills (time management), communication (expressive language), non-academic pursuits (hockey)

53
Q

When are final/diploma exam accommodations allowed?

A

when they are documented on IPPs and implemented in classroom

54
Q

what can you get for accommodations?

A

anything that levels the playing field

55
Q

acronym for measurable goals

A

SMART - specific, measurable, achievable, relevant, time-limited

56
Q

long-term goals

A

ONE specific learning outcome to be accomplished in ONE year

  • POSITIVE statement that describes an OBSERVABLE event
  • must reflect & take into account current level of performance
57
Q

BOATS

A 
Behaviour
Observation
Assessment
Teaching
Strategies
58
Q

Reclaiming Youth at Risk

A

Belonging
Mastery
Independence
Generosity

59
Q

Plato

A

Anyone can be anything with the right education

60
Q

Aristotle

A

We all have implicit intelligence that needs to be revealed. Fate of empires depends on youth.

61
Q

John Lock

A

Everyone is born a blank slate; every experience contributes to it

62
Q

Gestalt

A

The whole is different from the sum of its parts

Contrast to structuralism

63
Q

Piaget

A

Child Development - constructivist view of child development
-accommodation (editing)
& assimilation (coincides)

64
Q

Zeigarnik Effect

A

we tend to remember incomplete tasks better than the complete ones

65
Q

We have a tendency to complete what?

A

incomplete experiences

66
Q

Vygotsky

A

zone of proximal development - scaffolding can get you there

67
Q

CHAMP strategy

A 
Conversation
Help
Activity
Movement
Participation
68
Q

What is CHAMP for?

A

planning universal activities

69
Q

Modified vs adapted

A

Adapted - supported, but still standards

Modified - you have your own goals

70
Q

Measurable behaviours are what

A

Countable
Observable
Repeatable

71
Q

ABC recording

A

Antecedent
Behaviour
Consequence

72
Q

name 4 data collection systems

A

ABC recording
Frequency
Interval
Duration

73
Q

Trauma informed school

A

things like anxiety are contagious - deal with individual issues

  • routine & structure
  • everythign benefits everyone
  • allow for varying levels of engagement
74
Q

2 types of early childhood interaction

A

serve/return

air traffic control

75
Q

air traffic control

A

as i get older, i am better able to prioritize & stay on task

76
Q

agencies

A 
rcmp 
child services
prosecutor
police
alberta ed
77
Q

percentage of reports from schools

A

80

78
Q

people who know attackers

A

97

79
Q

bumps

A 
1-proximity OR eye contact
2-square off 1 meter
3-choice
4-follow through
5-diffuse the power struggle
6-informal contract
7-formal chat - involves others
8-inschool
9-out of school
10-expulsion
ALWAYS say thank you
80
Q

law of pragnanz

A

KISS - we order things in linear ways

81
Q

Gestalt to education

A

we do things for self-gratification (unlike behaviourism)

scaffolding - build on prior knowledge

82
Q

consequences should be

A

respectful
relevant
realistic
helpful

EDUC 445 (1 decks)

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