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BEHP 5002 (FIT BCBA) > Unit 2 > Flashcards

Unit 2 Flashcards

0
Q

Time the student actually spends learning.

A

Academic learning time.

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1
Q

Total amount of time in an instructional setting

A

Available time

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3
Q

Amt of time instruction is delivered

A

Instruction time.

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4
Q

common features of ABA instructional technologies

A

highly structured, fast paced, active engagement, high level of daily practice, ASR, systematic use of positive and corrective feedback, supported by empirical research, field-tested and revised based on data.

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5
Q

total number of school days and hours

A

available time

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6
Q

amount of time scheduled for instruction

A

allocated time

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7
Q

number of minutes instruction is actually delivered (usually less than allocated time

A

instruction time

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8
Q

not a measure of true learning; attending to ongoing instruction.

A

engaged time

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9
Q

the time that students spend actually learning

A

academic learning time

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10
Q

developed by skinner

A

programmed instruction (PI)

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11
Q

uses teaching machines or computers

A

programmed instruction

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12
Q

carefully structured so that each student interacts in a way that will maximize learning; depending on responses to questions, it branches into either new material or review frames

A

programed instruction

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13
Q

key terms for programed instruction (PI)

A
  • frames and fill in the blacks
  • instant feedback
  • loops to remedial or advanced frames
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14
Q

key features for Personalized System of Instruction (PSI)

A
  • unit tests
  • requires 100% mastery (achieve your PERSONAL best)
  • optional lectures
  • undergraduate proctors
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15
Q

structured instructional materials: info, frames, quiz, frequent ASR, self (student) pacing.

A

Personalized System of Instruction (PSI)

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16
Q

small group instruction, frequent ASR, frequent monitoring; criterion-referenced tests.

A

Direct Instruction (DI)

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17
Q

Key features of Direct Instruction (DI)

A
  • teacher follows a SCRIPT (the script directs you to teach)
  • uses instructional objectives
  • teach more in less time
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18
Q

direct measurement and continuous monitoring. descriptive and functional definitions of bx and processes. Emphasis on building bx. Use rate of response (fluency not just mastery)

A

Precision Teaching (PT)

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19
Q

key features of Precision Teaching (PT)

A
  • student knows best

- standard celeration chart

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20
Q

based on 3-term contingency of antecedent, response, consequence. teacher’s opportunity to teach and student’s opportunity to learn.

A

Learning Trials

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21
Q

the smallest divisible unit of teaching and incorporates interlocking three-term contingencies for both the teacher and the student when used with rigorous assessments of learning objectives. Direct measures of schooling effectiveness.

A

The learn unit

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22
Q

instructional antecedent; student response; feedback – focus on errorless learning and feedback

A

acquisition stage of learning

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23
Q

instructional antecedent; student response; feedback – feedback is often in the form of an answer key

A

practice (fluency) stage of learning

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24
Q

teacher controlled variables

A

feedback delay, inter-trial interval, wait time

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25
Q

student controlled variables

A

inter-response time.

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26
Q

In this stage of learning, the SD is presented verbally by the teacher

A

acquisition stage

27
Q
  • response cards
  • choral responding
  • guided notes
A

form of ASRs

28
Q

this form of ASR can involve writing words on a slate

A

response cards

29
Q

this form of ASR requires the most prep by the teacher prior to instruction

A

guided notes

30
Q

this form of ASR involves students speaking in unison

A

choral responding

31
Q

this form of ASR provides a take-home product for students to study

A

guided notes

32
Q

in this form of ASR students may learn by listening to the responses of other students

A

choral responding

33
Q

makes use of teacher-delivered script

A

direct instruction

34
Q

measures rate of correct responding and uses standard celeration chart

A

Precision Teaching PT

35
Q

Instant feedback; moves to remedial questions or new material depending on student’s response

A

Programmed instruction PI

36
Q

student paced, unit tests, requires 100% mastery

A

Personalized system of instruction PSI

37
Q

uses computer or “teaching machine”

A

programed instruction PI

38
Q

What does SAFMEDS stand for?

A

Say All Fast Minute Everyday Shuffle

39
Q

instructions

A

verbal antecedent stimuli that can evoke novel bx which can then be reinforced, can be written or oral

40
Q

rules

A

specify contingencies (relations between responses and stimuli), AND they have a function altering effect, change function of stimuli specified in rule

41
Q

verbal antecedent stimuli which can be used to evoke new bx

A

instructions are

42
Q

contingency specifying stimuli

A

rules are

43
Q

Having never flown to Chicago before, I arrive at the airport and look at a sign that indicates which gates certain flights are assigned to. I then walk to a specific gate, and am allowed to board that plane. This is an example of

A

rule-governed behavior

44
Q

After hearing the sound of music outside my house, I run outside, as in the past, when I have heard such music and went outside, the ice cream truck stopped and I was able to buy ice cream. This exemplifies

A

Contingency-shaped behavior

45
Q

I stop smoking because the doctor tells me smoking causes cancer. This is most likely:

A

rule-governed behavior

46
Q

I touch a stove, and get burned. As a result, I never touch stoves again:

A

contingency-shaped behavior

47
Q

I drink a shot of tequila before I drink a Miller Lite, because my college buddies tell me “liquor before beer, never fear.”

A

rule-governed bx

48
Q

I choose to drink only 2 gin and tonics, then stop drinking liquor and switch to beer at the Hospitality Suite, because the last time I drank too many gin and tonics at FABA, I missed several morning sessions.

A

contingency-shaped behavior

49
Q

in rule-governed behavior, the behavior that has been reinforced is:

A

rule-following behavior

50
Q

When a learner imitates a modeled behavior without requiring prior training to imitate that specific behavior, it is referred to as:

A

generalized imitation

51
Q

when teaching imitation, you should

A

reinforce the imitated skills

52
Q

The most important variable influencing the effectiveness of modeling is:

A

whether or not the model’s behavior is reinforced

53
Q

Joey is able to match a picture of a meatball sandwich to a picture of a meatball sandwich without any prior training with these pictures. This demonstrates:

A

reflexivity

54
Q

After learning to match the written word “T-rex” with a picture of a dinosaur, Ross was able to match a picture of a dinosaur with the written word “T-rex” without any prior training, this represents:

A

symmetry

55
Q

After learning that a picture of cheddar cheese went with the spoken word “cheese”, and that the spoken word “queso” matches the spoken word “cheese”, Monica tacted the picture of cheddar “queso”. This demonstrates:

A

transitivity

56
Q

this is the highest level of stimulus equivalence

A

transitivity

57
Q

Selection-based or Topography-based?

I tell you I want french fries and not tater tots.

A

topography based

58
Q

Selection-based or Topography-based?

You show me a picture of milk and a picture of juice. I point to the picture of milk.

A

selection based

59
Q

Selection-based or Topography-based?

I click on a link on a website.

A

selection based

60
Q

Selection-based or Topography-based?

I write my answer to the test question

A

topography

61
Q

Selection-based or Topography-based?

I bubble in my answer on a scantron

A

selection based

62
Q

Selection-based or Topography-based?

Sign Language:

A

topography based

63
Q

Selection-based or Topography-based?

PECS

A

selection based

BEHP 5002 (FIT BCBA) (6 decks)

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