Unit 3 Flashcards
Two effective behavioral approaches to measure education
Direct instruction
University of Kansas behavior analysis program
Available time
Total number of school days and hours
Allocated time
Amount of time scheduled for instruction
Instructional time
Number of minutes instruction is delivered
Engaged (on task) time
Time spent attending to ongoing instruction
Academic learning time
The time that students actually spend learning
The role of behavior analysis in education
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 challenge of behavioral 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 method that teachers can and will actually use
Elements of the ABA approach to education
Clearly specified and behaviorally-stated instructional objectives
Well-designed curricular materials
Assessment of learner’s entry skills
Focus on mastery
Highly structured
Fast-paced
Systematic use of positive and corrective feedback
Supported by empirical research
Extensively field-tested and revised based on data
Consider how realistic the procedures are for classroom practice
Behaviorally-stated instructional objectives
A statement of actions a student should perform after completing one or more instructional componenets
Reasons for writing 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
Mastery
Level of performance that meets accuracy and fluency criteria
Accuracy
Correctness of the response
Fluency
Short latency
High rate of correct response
Durable
Maintains across time even after instruction ends
Smooth
Free of pause and false starts
Useful
Can apply to the real world
Contextually meaningful
Socially valid
Resistant of distractions
Performance of consistent even when there are environmental distractions
Criterion-based evaluations
The results of other students has no effect on one’s score
Norm-referenced evaluation
Student scores are based on and compared with peers’ performance
Generative learning/adduction
A general pattern of responding that produces effective responding to many untrained relations
Generative instructions
Teaching procedures which lead to adduction
Stimulus equivalence
Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
Three types of stimulus equivalence
Reflexivity
Symmetry
Transivity
Reflexivity
In the absence of training and reinforcement, a learner selects a stimulus that is matched to itself
(A=A)
Symmetry
After learning that A=B, the learner demonstrates that B=A without direct training on that relationship
Transitivity
After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship
Learn unit
The smallest divisible unit of teaching and incorporates interlocking three-term contingencies for both the teacher and the student
Stages of learning
Acquisition stage
Fluency stage
Application stage
Fluency stage
Student practices acquired skill to increase the number of correct responses per unit of time
Application stage
Using learned material in new, concrete, and real-life situations
Influences on the number of learn units
Wait time
Response latency
Feedback delay
Intertrial interval
Response latency and IRT
Student variables that can influence the number of learn units delivered in a lesson
Active student responding (ASR)
Frequency of detectable responses that a student emits during ongoing instruction
Passive responding
Pays attention
Listens to the teacher
Watches others respond
ASRs are correlated with:
Increased academic behavior
Improved test scores
Reduced disruptive behavior
High ASR approaches to Instructional Activity
Programmed instruction (PI_ Personalized system of instruction (PSI) Direct instruction (DI) Precision teaching (PT) Morningside model
Response cards
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
Types of response cards
Preprinted selection-based response cards
Preprinted selection-based “pincher” response cards
“Write-on” response cards
Choral responding
Students respond orally in unison
Guided notes
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 a take-home product for study
Keeps teacher on-task during lecture
Programmed instruction
Involves the presentation of small frames of information, which requires a discriminated response
Personalized System of Instruction (PSI)
Students achieve standards at their own pace
Direct Instruction
Follows a logical analysis of concepts and procedures as it presents examples and non-examples in an instructional sequence that fosters rapid concept learning
Precision teaching
Focuses on learner’s performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
SAFMEDS
Say All Fast Minute Every Day Shuffle
