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BEHP5013 Units 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

Available time

A

Total number of school days and hours

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3
Q

Allocated time

A

Amount of time scheduled for instruction

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4
Q

Instructional time

A

Number of minutes instruction is delivered

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5
Q

Engaged (on task) time

A

Time spent attending to ongoing instruction

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6
Q

Academic learning time

A

The time that students actually spend learning

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7
Q

The role of behavior analysis in education

A

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

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8
Q

The challenge of behavior analysis in education

A 
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
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9
Q

Elements of the ABA approach to education

A

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

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10
Q

Behaviorally- stated instructional objectives

A

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

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11
Q

Reasons for writing behaviorally- stated instructional objectives

A

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

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12
Q

Mastery

A

Level of performance that meets accuracy and fluency criteria.

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13
Q

Accuracy

A

Correctness of the response

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14
Q

Fluency

A

Short latency

High rate of correct response

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15
Q

Durable

A

Maintains across time even after instruction ends

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16
Q

Smooth

A

Free of pause and false starts

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17
Q

Useful

A

Can apply to the real world

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18
Q

Contextually meaningful

A

Socially valid

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19
Q

Resistant to distractions

A

Performance consistent even when there are environmental distractions.

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20
Q

Criterion- based evaluations

A

The results of other students has no effect on one’s score

21
Q

Normed- referenced evaluation

A

Student scores are based on and compared with peers’ performance.

22
Q

Generative learning/ adduction

A

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

23
Q

Generative instructions

A

Teaching procedures which lead to adduction

24
Q

Stimulus equivalence

A

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

25
Q

Three types of stimulus equivalence

A

Reflexivity
Symmetry
Transitivity

26
Q

Reflexivity

A

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

27
Q

Symmetry

A

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

28
Q

Transitivity

A

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

29
Q

Learn unit

A

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

student

30
Q

Stages of learning

A

Acquisition stage
Fluency stage
Application stage

31
Q

Acquisition stage

A

Establishing a new behavior, skill, or repertoire

32
Q

Fluency stage

A

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

33
Q

Application stage

A

Using learned material in new, concrete, and real- life situations

34
Q

Influences on the number of learn units

A

Wait time
Response latency
Feedback delay
Intertrial interval

35
Q

Response latency and IRT

A

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

36
Q

Active student responding (ASR)

A

Frequency of detectable responses that a student emits during ongoing instruction

37
Q

Passive responding

A

Pays attention
Listens to the teacher
Watches others respond

38
Q

ASRs are correlated with:

A

Increased academic behavior
Improved test scores
Reduced disruptive behavior

39
Q

High ASR approaches to Instructional Activity

A 
Programmed instruction (PI)
Personalized system of instruction (PSI)
Direct instruction (DI)
Precision teaching (PT)
Morningside model
40
Q

Response cards

A

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

41
Q

Types of response cards

A

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

42
Q

Choral responding

A

Students respond orally in unison

43
Q

Guided notes

A

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

44
Q

Programmed instruction

A

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

45
Q

Personalized System of Instruction (PSI)

A

Students achieve standards at their own pace

46
Q

Direct Instruction

A

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

47
Q

Precision teaching

A

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

48
Q

SAFMEDS

A 
Say
All
Fast
Minute
Every
Day
Shuffle

BEHP5013 Units 1-9 (7 decks)

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