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SPED 306 > Test 1 > Flashcards

Test 1 Flashcards

1
Q

all models talk about

A
  • cause
  • assessment
  • intervention
  • evaluation
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2
Q

evaluation can use

A
  • case studies
  • correlations
  • experimental
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3
Q

behavioral dimensions

A
  • frequency
  • intensity
  • latency
  • duration
  • topography
  • locus
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4
Q

latency

A

how long it takes to respond to the stimulus

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5
Q

duration

A

how long does the behavior last

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6
Q

topography

A

what does the behavior look like

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7
Q

locus

A

where the behavior occurs

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8
Q

conceptual model

A

a group of related assumptions regarding the cause of behavior and how we might intervene

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9
Q

4 criteria used to evaluate models

A
  • inclusive
  • verifiable
  • predictive utility
  • parsimonious
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10
Q

inclusive

A

describe the bulk of human behavior

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11
Q

verifiable

A

can it be proven? testability

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12
Q

predictive utility

A

how likely something is to occur in a situation

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13
Q

parsimonious

A

simplest explanation that gets the job done

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14
Q

biophysical explanation

A
  • genetic and hereditary effects
  • biochemical explanations
  • brain damage
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15
Q

genetic and hereditary effects

A

chromosomal abnormalities, inherited behavioral patterns

i.e. twin research, down syndrome

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16
Q

biochemical explanations

A

excessive or deficiencies of various substances

think graph with behavioral levels vs biochemical levels

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17
Q

brain damage

A

loss of oxygen, injury, depending on where damage occurs easier it is to find behavioral differences
i.e. WWI soldiers

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18
Q

developmental explanations

A

predictive patters of development, attempts to explain human behavior based on fixed developmental sequence

Sigmund Freud- first to talk about early experiences on ager behaviors

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19
Q

behavior understanding progression

A

stimulus
response
consequence
personal attributes

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20
Q

Pavlov

A 
classical conditioning (emotional learning)
-S -> R
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21
Q

Skinner

A

first to measure what we see

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22
Q

positive reinforcement

A

stimulus that increases probability of behavior

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23
Q

negative reinforcement

A

removal of a negative stimulus that increases the probability of a behavior (if you do your homework you don’t have to take out the garbage)

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24
Q

punishment

A

stimulus that decreases the probability of behavior

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25
Q

extinction

A

withdrawal of rewards that is maintaining something

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26
Q

Bandura

A

social learning
-P -> S -> R ->C
person features- change behavioral pattern (mood)

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27
Q

behavior explanation

A

behavior is learned, result of consequences

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28
Q

goals of behavioral objectives

A

statements of program intent -> where do we want this to go, NOT how we are going to get there

  • based on evaluation
  • observable and quantifiable
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29
Q

behavioral objective

A

A statement that communicates a proposed change in behavior. It describes a level of performance and serves as a basis for evaluation

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30
Q

reasons for behavioral objectives

A
  • clarifies goals of behavioral-change program
  • a clearly stated target for instruction facilitates effective programming by the teacher and others
  • assists in the evaluation of progress
  • allows for continuous monitoring of progress
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31
Q

what to look at when setting goals

A
  • persons past rate of performance
  • occurrence of interfering behaviors
  • does the person have the prerequisite to achieve it?
  • functional utility– can they use it
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32
Q

formative evaluation

A

evaluate as things change

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33
Q

summative

A

final product

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34
Q

pinpointing

A

refine broad generalizations into specific, observable, measurable behaviors

what is the student doing?
what do you want them to do?

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35
Q

components of behavioral objectives

A
  • identify learner
  • identify target behavior
  • identify conditions under which the behavior is to be displayed
  • identify criteria for acceptable performance
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36
Q

identify target behavior

A
  • consistency in observation of behavior
  • confirmation by a third party
  • facilitates continuity of instruction

observable, measurable, repeatable

defined functionally or topographically

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37
Q

identify criteria

A

accuracy, duration, latency

38
Q

identify conditions

A
  • antecedent stimuli
  • stage for appropriate behavior/response
    • verbal requests
  • -written instruction
  • -environment/setting
39
Q

the three ?’s for behavioral objectives

A
  • can you count it? YES
  • will a stranger know what to look for? YES
  • can you break the target behavior down into smaller components? NO
40
Q

purpose of data collection system

A
  • determine as accurately as we can the effects of a particular strategy or intervention
  • allows for ongoing and summative evaluation
  • keeps us accountable
41
Q

anecdotal data collection

A
  • written
  • as complete description as possible
  • does not identify predefined target behavior
  • used primarily for analysis, not evaluation
42
Q

anecdotal recording

A

ABC chart

43
Q

when do we use anecdotal recording

A
  • when there is no starting point

- if something else has failed

44
Q

positives and negatives of anecdotal recording

A

positive:

  • looks at patterns
  • works for looking back at dates/times

negative:

  • doesnt show positives
  • misses the cause
  • misses measurable data
45
Q

permanent product recording

A
  • tangible items of environmental effects -> record to look back at later
  • outcome recording
  • i.e. exam in class
46
Q

positives and negatives of permanent product recording

A

positives:
- durability -> you can look back at it later
- you can get frequency, possibly topography

negative:
- does not tell us about process (how you get to the end point)

47
Q

event recording

A
  • directly and accurately reflects the number of times a behavior has occurred
  • how often the behavior occurs within a given time period
48
Q

behaviors have to be _____ for event recording

A
  • discrete ->clear beginning and end
  • at a reasonable frequency
  • short duration
49
Q

interval recording

A
  • defines a specific time period during which the target behavior will be observed
  • AT ANY TIME DURING THE INTERVAL
  • think about touching nose example from class
50
Q

when to use interval recording

A
  • when behavior is high frequency
  • behaviors are not discrete
  • long duration behaviors
51
Q

partial interval

A

has to occur at least once during interval

52
Q

whole interval

A

behavior happens for whole interval

53
Q

time sampling recording

A
  • time divided into equal intervals
  • record at the END of intervals
  • may miss many behaviors
  • ex look up every 10 minutes, is behavior occurring?
54
Q

duration recording

A
  • primary concern is length of time a student engages in behavior
  • start time, stop time
55
Q

latency recording

A
  • how long a student requires to begin performing a behavior after request or a cue
  • need to have clear established request
56
Q

reliability

A

accuracy of data from several observers at the same time

  • A/A+D=_____%
  • A= number of times both observes see same thing
  • D= number of times observer sees different things
57
Q

reactivity

A

presence of an observer

58
Q

observer drift

A

change the stringency of applying definition

59
Q

complexity

A

more complex, the more difficult

60
Q

expectancy

A

preconceived notions

61
Q

interobserver reliability

A

multiple, simultaneous observations that validate data collection

62
Q

abscissa

A

x-axis

63
Q

ordinate

A

y-axis

64
Q

group design

A

comparing large groups of people

65
Q

single-subject design

A

level of analysis down to individuals

66
Q

dependent variable

A

behavior targeted for change

67
Q

independent variable

A

how we try and change the behavior

68
Q

confounding variable

A

alternative explanations -> think reading program is working when really child got new glasses when improvement started

69
Q

functional relationship

A

showing that one thing impacted the other thing as much as possible

70
Q

steps for single subject designs

A
  1. gather baseline data

2. treatment or intervention

71
Q

gathering baseline data

A

descriptive function- level of performance student already has

predictive function- predicts immediate future performance

72
Q

treatment or intervention

A
  • repeated measures of performance

- independent variable is introduced

73
Q

reversal design

A
  • “withdrawal design”
  • sequential application and withdrawal of intervention
  • cross comparison
  • A1, B1, A2, B2
74
Q

AB design

A

2 phases-
A= baseline
B= intervention

75
Q

advantages/disadvantages of reversal design

A

advantage- shows how one thing is related to the other, cross comparison

disadvantage- can’t always stop an intervention

76
Q

when would/wouldn’t you use reversal design

A

when- with reward systems

not- aggressive behaviors, ethical reasoning, skill once acquired is maintained

77
Q

advantages/disadvantages of AB design

A

advantage- “quick and dirty”, easy

disadvantage- does not establish functional relationship, confounding variables appear

78
Q

when would/wouldn’t you use AB design

A

when- problem with in our intervention and behavior is seen

79
Q

changing criterion design

A

intervention subdivided into sub phases

-break down of goal

80
Q

when would you use changing criterion

A

positive incremental changes

81
Q

multiple baseline design

A

can observe 2 or more behaviors, students, or settings BUT 2 of the 3 have to stay singular

82
Q

Freud believed that normal and aberrant behavior could be explained. In what manner?

A

through 3 hypothetical stages
stage 1- oral: dependent/aggressive
stage 2- anal: expulsive/retentive
stage 3- phallic: gender awareness

believed if a person could not meet all the stages or regressed to stages there would be problems within the stages

83
Q

Lewin’s theory on a person’s life space

A

people need to accept external stimuli into their “life space” and that a person could develop or regress depending on their life space.

84
Q

why is it necessary to use an operational definition?

A

contains an agreed-upon decryption of observable and measurable characteristics of the targeted behavior

85
Q

identify components of the response hierarchy

A
  1. acquisition
  2. fluency
  3. maintenance
  4. generalization
86
Q

acquisition

A

the learning or development of a skill or habat

87
Q

fluency

A

the rate at which the behavior is performed, as well as the rate the student is accurately performing the newly acquired response

88
Q

maintenance

A

the ability to perform a response over time without reteaching- post check ups

89
Q

generalizations

A

being able to take the skill and use it under conditions different from those during acquisition of the skill

90
Q

3 purposes for using graphs

A
  1. they provide a means for organizing data during collection process
  2. make it possible for formative eval and on going effectiveness of an on going intervention
  3. useful for communication among many different people

SPED 306 (4 decks)

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