Unit 3 Flashcards
Two effective behavioral approaches to
measure education
Direct instruction
University of Kansas behavior analysis
program
Total number of school days and hours
Available time
Amount of time scheduled for instruction
Allocated Time
Number of minutes instruction is delivered
Instructional Time
Time spent attending to ongoing instruction
Engaged Time (On Task)
The time that students actually spend
learning
Academic Learning Time
Principles of learning The operant as the basic unit Interactive not passive Measurement and evaluation of educational outcomes Developed and validated an effective technology of instructional design and instructional delivery
The roles of behavior analysis in education
Be clear about what is taught Teach first things first Stop making all students advance at the same rate Program the subject matter Reconsider ABA instructional technology Determine how to cause more durable and extensive behavior change Develop methods that teachers can and will actually use
The challenge of behavior analysis in education
Clearly specified and behaviorally- stated instructional objectives
Well- designed curricular materials
Assessment of learner’s entry skills
Ongoing frequent direct measurement of skills
Focus on mastery
Highly structures
Fast- paced
Systematic use of positive and corrective feedback
Supported by empirical research
Extensively field-tested and revised based on data
Considered how realistic the procedures are for classroom practice
Elements of the ABA approach to education
A statement of actions a student should
perform after completing one or more
instructional components
Behaviorally-stated instructional objectives
Guide the instructional content and tasks
Communicate to students on what they will
be evaluated
Specify the standards for evaluating ongoing
and terminal performance
Reasons behind writing behaviorally-stated instructional objectives
Level of performance that meets accuracy
and fluency criteria
Mastery
Correctness of the response
Accuracy
Short latency
High rate of correct response
Fluency
Maintains across time even after instruction
ends
Durable
Free of pause and false starts
Smooth
Can apply to the real world
Useful
Socially valid
Contextually Meaningful
Performance consistent even when there are
environmental distractions
Resistant to distractions
The results of other students has no effect
on one’s score
Criterion-based evaluations
Student scores are based on and compared
with peers’ performance
Norm-referenced evaluations
A general pattern of responding that
produces effective responding to many
untrained relations
Generative learning adduction
Teaching procedures which lead to
adduction
Generative instructions
Describes the emergence of accurate
responding to untrained and non-reinforced
stimulus- stimulus relations following the
reinforcement of responses to some
stimulus- stimulus relations
Stimulus Equivalence
Reflexivity
Symmetry
Transitivity
3 types of Stimulus Equivalence
In the absence of training and reinforcement,
a learner selects a stimulus that is matched
to itself
(A = A)
Reflexivity
After learning that A = B, the learner
demonstrates that B = A without direct
training on that relationship
Symmetry
After learning that A = B and B = C, the
learner demonstrates that A = C without
direct training on that relationship
Transitivity
That smallest divisible unit of teaching and
incorporates interlocking three- term
contingencies for both the teacher and the
student
Learn Unit
Stages of Learning
Acquisition stage
Fluency stage
Application stage
Establishing a new behavior, skill, or
repertoire
Acquisition stage
Student practices acquired skill to increase
the number of correct responses per unit of
time
Fluency stage
Using learned material in new, concrete, and
real- life situations
Application stage
Wait time
Response latency
Feedback delay
Intertrial interval
Influences on the number of learn stages
Student variables that can influence the
number of learn units delivered in a lesson
Response Latency and IRT
Frequency of detectable responses that a
student emits during ongoing instruction
Active Student Responding (ASR)
Pays attention
Listens to the teacher
Watches others respond
Passive Responding
ASR’s are correlated with
Increased academic behavior
Improved test scores
Reduced disruptive behavior
Programmed instruction (PI) Personalized system of instruction (PSI) Direct instruction (DI) Precision teaching (PT) Morningside model
High ASR approaches to instructional activity
Cards, signs, or items that are held up
simultaneously by all students to display their
response to a question, item, or problem
presented by the teacher
Response cards
Preprinted selection- based response cards
Preprinted selection- based “pincher”
response cards
“Write-on” response cards
Types of response cards
Students respond orally in unison
Choral responding
Teacher- prepared handouts that:
Organize content
Guides the learner with standard cues for the learner
to record key facts, concepts, and relationships
Provides the learner with a means of actively
responding to the lecture content
Provides the learner with a means of actively
responding to the lecture content
Provides a take-home product for study
Keeps teacher on- task during lecture
Guided Notes
Involves the presentation of small frames of
information, which requires a discriminated
response
Programmed instruction
Students achieve standards at their own
pace
Personalized System of Instruction (PSI)
Follows a logical analysis of concepts and
procedures as it presents examples and nonexamples
in an instructional sequence that
fosters rapid concept learning
Direct Instruction
Focuses on learner’s performances as a
means to assess interventions as the
frequency of responses are tracked and
charted on a standardized chart
Precision Teaching
Say All Fast Minute Every Day Shuffle
SAFMEDS
