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
Amount of time scheduled for instruction
Allocate time
Number of minutes instruction is delivered
Instructional time
Time spent attending to ongoing instruction
Engaged (on task) time
The time that students actually spend learning
Academic learning time
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 behavior 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 methods that teachers can and will actually use
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
Elements of the ABA approach to education
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
Level of performance that meets accuracy and fluency criteria
Mastery
Accuracy
Correctness of 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 environmental distractions are present
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
Teaching procedures which lead to adduction
Generative instructions
Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
Stimulus equivelance
Three types of stimulus equivalence
Symmetry; reflexivity; transitivity
In the absence of training and reinforcement, a learner selects a stimulus that is matched to itself(A = A)
Reflexivity
After learning that A = B, the learner demonstrates that B = A without direct training on that relationship
Symmetry
After learning that A = B and B = C, the learner demonstrates that A = C without direct training on that relationship
Transitivity
That smallest divisible unit of teaching and incorporates interlocking three-term contingencies for both the teacher and the student
Learn unit
Stages of learning
Acquisition stage; Fluency stage; Application stage
Establishing a new behavior, skill, or repertoire
Acquisition stage
Student practices acquired skill to increase the number of correct responses per unit of time
Fluency stage
Using learned material in new, concrete, and real-life situations
Application stage
Influences on the number of learn units
wait time; response latency; feedback delay; intertrial interval
Student variables that can influence the number of learn units delivered in a lesson
Response latency and IRT
Frequency of detectable responses that a student emits during ongoing instruction
ASR
Pays attention; Listens to the teacher; Watches others respond
Passive responding
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 mode
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
Response cards
Types of response cards
Preprinted selection-based response cardsPreprinted selection-based “pincher” response cards“Write-on” response cards
Students respond orally in unison
Choral responding
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 forstudy Keeps teacher on-task during lecture
Guided notes
Involves the presentation of small frames of information, which requires a discriminated response
Programmed instruction
Focuses on learner’s performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
Precision teaching
Follows a logical analysis of concepts and procedures as it presents examples and non-examples in an instructional sequence that fosters rapid concept learning
Direct instruction
Students achieve standards at their own pace
PSI Personalized system of instruction
