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BEHP 5013 Unit 1-9 > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

Two effective behavioral approaches to

measure education

A

Direct instruction
University of Kansas behavior analysis
program

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2
Q

Total number of school days and hours

A

Available time

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3
Q

Amount of time scheduled for instruction

A

Allocated Time

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4
Q

Number of minutes instruction is delivered

A

Instructional Time

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5
Q

Time spent attending to ongoing instruction

A

Engaged Time (On Task)

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6
Q

The time that students actually spend

learning

A

Academic Learning Time

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7
Q 
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
A

The roles of behavior analysis in education

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8
Q 
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
A

The challenge of behavior analysis in education

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9
Q

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

A

Elements of the ABA approach to education

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10
Q

A statement of actions a student should
perform after completing one or more
instructional components

A

Behaviorally-stated instructional objectives

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11
Q

Guide the instructional content and tasks
Communicate to students on what they will
be evaluated
Specify the standards for evaluating ongoing
and terminal performance

A

Reasons behind writing behaviorally-stated instructional objectives

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12
Q

Level of performance that meets accuracy

and fluency criteria

A

Mastery

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13
Q

Correctness of the response

A

Accuracy

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14
Q

Short latency

High rate of correct response

A

Fluency

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15
Q

Maintains across time even after instruction

ends

A

Durable

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16
Q

Free of pause and false starts

A

Smooth

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17
Q

Can apply to the real world

A

Useful

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18
Q

Socially valid

A

Contextually Meaningful

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19
Q

Performance consistent even when there are

environmental distractions

A

Resistant to distractions

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20
Q

The results of other students has no effect

on one’s score

A

Criterion-based evaluations

21
Q

Student scores are based on and compared

with peers’ performance

A

Norm-referenced evaluations

22
Q

A general pattern of responding that
produces effective responding to many
untrained relations

A

Generative learning adduction

23
Q

Teaching procedures which lead to

adduction

A

Generative instructions

24
Q

Describes the emergence of accurate
responding to untrained and non-reinforced
stimulus- stimulus relations following the
reinforcement of responses to some
stimulus- stimulus relations

A

Stimulus Equivalence

25
Q

Reflexivity
Symmetry
Transitivity

A

3 types of Stimulus Equivalence

26
Q

In the absence of training and reinforcement,
a learner selects a stimulus that is matched
to itself
(A = A)

A

Reflexivity

27
Q

After learning that A = B, the learner
demonstrates that B = A without direct
training on that relationship

A

Symmetry

28
Q

After learning that A = B and B = C, the
learner demonstrates that A = C without
direct training on that relationship

A

Transitivity

29
Q

That smallest divisible unit of teaching and
incorporates interlocking three- term
contingencies for both the teacher and the
student

A

Learn Unit

30
Q

Stages of Learning

A

Acquisition stage
Fluency stage
Application stage

31
Q

Establishing a new behavior, skill, or

repertoire

A

Acquisition stage

32
Q

Student practices acquired skill to increase
the number of correct responses per unit of
time

A

Fluency stage

33
Q

Using learned material in new, concrete, and

real- life situations

A

Application stage

34
Q

Wait time
Response latency
Feedback delay
Intertrial interval

A

Influences on the number of learn stages

35
Q

Student variables that can influence the

number of learn units delivered in a lesson

A

Response Latency and IRT

36
Q

Frequency of detectable responses that a

student emits during ongoing instruction

A

Active Student Responding (ASR)

37
Q

Pays attention
Listens to the teacher
Watches others respond

A

Passive Responding

38
Q

ASR’s are correlated with

A

Increased academic behavior
Improved test scores
Reduced disruptive behavior

39
Q 
Programmed instruction (PI)
Personalized system of instruction (PSI)
Direct instruction (DI)
Precision teaching (PT)
Morningside model
A

High ASR approaches to instructional activity

40
Q

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

A

Response cards

41
Q

Preprinted selection- based response cards
Preprinted selection- based “pincher”
response cards
“Write-on” response cards

A

Types of response cards

42
Q

Students respond orally in unison

A

Choral responding

43
Q

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

A

Guided Notes

44
Q

Involves the presentation of small frames of
information, which requires a discriminated
response

A

Programmed instruction

45
Q

Students achieve standards at their own

pace

A

Personalized System of Instruction (PSI)

46
Q

Follows a logical analysis of concepts and
procedures as it presents examples and nonexamples
in an instructional sequence that
fosters rapid concept learning

A

Direct Instruction

47
Q

Focuses on learner’s performances as a
means to assess interventions as the
frequency of responses are tracked and
charted on a standardized chart

A

Precision Teaching

48
Q 
Say
All
Fast
Minute
Every
Day
Shuffle
A

SAFMEDS

BEHP 5013 Unit 1-9 (9 decks)

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