Unit 2 Flashcards
Time the student actually spends learning.
Academic learning time.
Total amount of time in an instructional setting
Available time
Amt of time instruction is delivered
Instruction time.
common features of ABA instructional technologies
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.
total number of school days and hours
available time
amount of time scheduled for instruction
allocated time
number of minutes instruction is actually delivered (usually less than allocated time
instruction time
not a measure of true learning; attending to ongoing instruction.
engaged time
the time that students spend actually learning
academic learning time
developed by skinner
programmed instruction (PI)
uses teaching machines or computers
programmed instruction
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
programed instruction
key terms for programed instruction (PI)
- frames and fill in the blacks
- instant feedback
- loops to remedial or advanced frames
key features for Personalized System of Instruction (PSI)
- unit tests
- requires 100% mastery (achieve your PERSONAL best)
- optional lectures
- undergraduate proctors
structured instructional materials: info, frames, quiz, frequent ASR, self (student) pacing.
Personalized System of Instruction (PSI)
small group instruction, frequent ASR, frequent monitoring; criterion-referenced tests.
Direct Instruction (DI)
Key features of Direct Instruction (DI)
- teacher follows a SCRIPT (the script directs you to teach)
- uses instructional objectives
- teach more in less time
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)
Precision Teaching (PT)
key features of Precision Teaching (PT)
- student knows best
- standard celeration chart
based on 3-term contingency of antecedent, response, consequence. teacher’s opportunity to teach and student’s opportunity to learn.
Learning Trials
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.
The learn unit
instructional antecedent; student response; feedback – focus on errorless learning and feedback
acquisition stage of learning
instructional antecedent; student response; feedback – feedback is often in the form of an answer key
practice (fluency) stage of learning
teacher controlled variables
feedback delay, inter-trial interval, wait time
student controlled variables
inter-response time.
In this stage of learning, the SD is presented verbally by the teacher
acquisition stage
- response cards
- choral responding
- guided notes
form of ASRs
this form of ASR can involve writing words on a slate
response cards
this form of ASR requires the most prep by the teacher prior to instruction
guided notes
this form of ASR involves students speaking in unison
choral responding
this form of ASR provides a take-home product for students to study
guided notes
in this form of ASR students may learn by listening to the responses of other students
choral responding
makes use of teacher-delivered script
direct instruction
measures rate of correct responding and uses standard celeration chart
Precision Teaching PT
Instant feedback; moves to remedial questions or new material depending on student’s response
Programmed instruction PI
student paced, unit tests, requires 100% mastery
Personalized system of instruction PSI
uses computer or “teaching machine”
programed instruction PI
What does SAFMEDS stand for?
Say All Fast Minute Everyday Shuffle
instructions
verbal antecedent stimuli that can evoke novel bx which can then be reinforced, can be written or oral
rules
specify contingencies (relations between responses and stimuli), AND they have a function altering effect, change function of stimuli specified in rule
verbal antecedent stimuli which can be used to evoke new bx
instructions are
contingency specifying stimuli
rules are
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
rule-governed behavior
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
Contingency-shaped behavior
I stop smoking because the doctor tells me smoking causes cancer. This is most likely:
rule-governed behavior
I touch a stove, and get burned. As a result, I never touch stoves again:
contingency-shaped behavior
I drink a shot of tequila before I drink a Miller Lite, because my college buddies tell me “liquor before beer, never fear.”
rule-governed bx
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.
contingency-shaped behavior
in rule-governed behavior, the behavior that has been reinforced is:
rule-following behavior
When a learner imitates a modeled behavior without requiring prior training to imitate that specific behavior, it is referred to as:
generalized imitation
when teaching imitation, you should
reinforce the imitated skills
The most important variable influencing the effectiveness of modeling is:
whether or not the model’s behavior is reinforced
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:
reflexivity
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:
symmetry
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:
transitivity
this is the highest level of stimulus equivalence
transitivity
Selection-based or Topography-based?
I tell you I want french fries and not tater tots.
topography based
Selection-based or Topography-based?
You show me a picture of milk and a picture of juice. I point to the picture of milk.
selection based
Selection-based or Topography-based?
I click on a link on a website.
selection based
Selection-based or Topography-based?
I write my answer to the test question
topography
Selection-based or Topography-based?
I bubble in my answer on a scantron
selection based
Selection-based or Topography-based?
Sign Language:
topography based
Selection-based or Topography-based?
PECS
selection based
