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BEHP5013 > 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

Amount of time scheduled for instruction

A

Allocate time

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4
Q

Number of minutes instruction is delivered

A

Instructional time

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5
Q

Time spent attending to ongoing instruction

A

Engaged (on task) time

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6
Q

The time that students actually spend learning

A

Academic learning time

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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

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

A

Elements of the ABA approach to education

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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

Level of performance that meets accuracy and fluency criteria

A

Mastery

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13
Q

Accuracy

A

Correctness of 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 environmental distractions are present

20
Q

Criterion based evaluations

A

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

21
Q

Norm-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

Teaching procedures which lead to adduction

A

Generative instructions

24
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 equivelance

25
Q

Three types of stimulus equivalence

A

Symmetry; reflexivity; transitivity

26
Q

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

A

Reflexivity

27
Q

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

A

Symmetry

28
Q

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

A

Transitivity

29
Q

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

A

Learn unit

30
Q

Stages of learning

A

Acquisition stage; Fluency stage; Application stage

31
Q

Establishing a new behavior, skill, or repertoire

A

Acquisition stage

32
Q

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

A

Fluency stage

33
Q

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

A

Application stage

34
Q

Influences on the number of learn units

A

wait time; response latency; feedback delay; intertrial interval

35
Q

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

A

Response latency and IRT

36
Q

Frequency of detectable responses that a student emits during ongoing instruction

A

ASR

37
Q

Pays attention; Listens to the teacher; Watches others respond

A

Passive responding

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 mode

40
Q

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

A

Response cards

41
Q

Types of response cards

A

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

42
Q

Students respond orally in unison

A

Choral responding

43
Q

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

A

Guided notes

44
Q

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

A

Programmed instruction

45
Q

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

A

Precision teaching

46
Q

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

A

Direct instruction

47
Q

Students achieve standards at their own pace

A

PSI Personalized system of instruction

BEHP5013 (5 decks)

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