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BEHP 5013 April > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

Which of the five approaches to instructional technology requires 100% mastery

A

Personalized system of instruction

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2
Q

Which of the five approaches to instructional technology involves small group instruction

A

Direct instruction

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3
Q

Which of the five approaches to instructional technology most likely managers rate of response

A

Precision teaching

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4
Q

Which of the five approaches to instructional technology was developed by skinner

A

Programmed instruction

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5
Q

Which of the five approaches to instructional technology works best when it uses teaching machines or Computers

A

Programmed instruction

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6
Q

Which of the five approaches to instructional technology almost always use a standard celeration charts

A

Precision teaching

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7
Q

Which of the five approaches to instructional technology depends on responses then branches into either new material or review frames

A

Programmed instruction

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8
Q

Which of the five approaches to instructional technology usually has optional lectures and undergraduate proctors

A

Personalized a system of instruction

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9
Q

Which of the five approaches to instructional technology uses a script for the teacher

A

Direct instruction

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10
Q

Which of the five approaches to instructional technology teaches to fluency not just mastery

A

Precision teaching

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11
Q

SAFMEDS stands for?

A 
Say
All 
Fast
Minute
Everyday 
Shuffle
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12
Q

During the acquisition stage the learn unit mostly resembles

A

Discrete trials

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13
Q

Generative learning is more commonly referenced

A

Adduction

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14
Q

Instructional delivery is also known as

A

Teaching

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15
Q

Number of minutes instruction is delivered

A

Instructional time

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16
Q

Amount of time students actually spend learning - the time spent successfully engaged in academic tasks

A

Academic learning time

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17
Q

Amounts of time included in the total number of school days and hours is

A

Available time

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18
Q

Amount of time scheduled for instruction is

A

Allocated time

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19
Q

Amounts of time in which a student is attending to ongoing instruction is

A

Engaged time

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20
Q

Two effective behavioral approaches to measure education

A

Direct instruction

university of Kansas behavioral analysis program

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21
Q

Time spent attending to ongoing instruction

A

Engaged on task time

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22
Q

The time that students actually spend the learning

A

Academic learning time

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23
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 role of behavioral analysis in education

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24
Q

Be clear about what is taught

teach first things first

stop making all students Advance the same rate

program the subject matter

reconsider ABA instructional technology

determine how to cause more durable an extensive behavioral change

develop methods that teachers can actually will use

A

The challenge of behavioral analysis in education

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25
Q

Clearly specified and behaviorally stated instructional objectives

Well designed curricular materials

Assessment of learners entry skills

Ongoing frequent direct measure of skills
focus on mastery
highly structured
fast-paced
systematic use of positive and corrective feedback
supported by empirical research
extensively field tested and revise based on data
considered how realistic the procedures are for the classroom practice

A

Elements of the ABA approach to education

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26
Q

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

A

Behaviorally stated instructional objectives

27
Q

Guide the instructional content and tasks
communicate to students on what they will be evaluated
specify the standards for evaluating on going and terminal performance

A

Reasons for writing the Behaviorally stated instructional objectives

28
Q

Level of performance that meets accuracy and fluency criteria

A

Mastery

29
Q

Correctness of the response

A

Accuracy

30
Q

Short Latency high rate of correct response

A

Fluency

31
Q

Maintains across time even after instruction ends

A

Durable

32
Q

Free of pause and false starts

A

Smooth

33
Q

Can apply to the real world

A

Useful

34
Q

Socially valid

A

Contextually meaningful

35
Q

Performance consist even when there are environmental distractions

A

Resistant to distractions

36
Q

The results of other students has no affect on ones score

A

Criterion based evaluations

37
Q

Student scores are based on and compared with Peers performance

A

Normed-referenced evaluation

38
Q

Add general pattern of responding that produces affective responding to mini untrained relations

A

Generative learning adduction

39
Q

Teaching procedures which lead to adduction

A

Generative instructions

40
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 equivalent

41
Q

Three types of stimulus equivalence

A

Reflexive symmetry transitive

42
Q

In the absence of training and reinforcement a learner selects a stimulus that is matched to itself

A=A

A

Reflexivity

43
Q

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

A

Symmetry

44
Q

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

A

Transitivity

45
Q

That smallest divisible unit of teaching and incorporates interlocking three term contingency’s for both the teacher and the student

A

Learn unit

46
Q

Stages of learning

A

Acquisition stage
fluency stage
application stage

47
Q

Establishing a new behavior skill, or repertoire

A

Acquisition stage

48
Q

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

A

Fluency stage

49
Q

Using learned material in new concrete and real life situations

A

Application stage

50
Q

Wait time
Response latency
Feedback delay
Intertrial interval

A

Influences on the number of learn units

51
Q

Student variables that can influence the number of learn units delivered in a lesson

A

Response latency and IRT

52
Q

Frequency of detectable responses that a student emits during ongoing instruction

A

Active student responding ASR

53
Q

Pays attention
Listens to the teacher
Watches others respond

A

Passive responding

54
Q

Increased academic behavior
Improve test scores
Reduces disruptive behavior

A

ASRs are correlated with ??

55
Q

Programmed instruction personalized system of instruction direct instruction
precision teaching
Morningside model

A

Hi ASR approaches to instructional activity

56
Q

Cards signs are items that are held up simultaneously they all students to display their response to a question item or problem presented by the teacher

A

Response cards

57
Q

Pre-printed selection- based response cards

Preprinted selection based pincher cards

Write on cards

A

Types of response cards

58
Q

Choral responding

A

Students respond orally in unison

59
Q

Guided notes

A

Teacher prepares handouts that organize content
Guides to learner with standard cues for the learner to record key facts concept in relationships
Provides the leaner with a means of actively responding to the lecture content
Provides a take-home product for study
Keeps teacher on task during lecture

60
Q

Involves the presentation of small frames of information which require a discriminated response

A

Programmed instruction

61
Q

Personalized a system of instruction

A

Students achieve standards at their own pace

62
Q

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

A

Direct instruction

63
Q

Focuses on the learners performance as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart

A

Percision teaching

BEHP 5013 April (9 decks)

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