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
Behaviorally- stated instructional objectives
A statement of actions a student should
perform after completing one or more
instructional components
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 to distractions
Performance consistent even when there are
environmental distractions
Criterion- based evaluations
The results of other students has no effect
on one’s score
Normed- 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
Transitivity
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
That 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
Acquisition stage
Establishing a new behavior, skill, or
repertoire
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
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 nonexamples 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
