final Flashcards
(38 cards)
1
Q
classroom climate
A
- Refers to the overall atmosphere of the classroom environment
- Classrooms should look like a place where learning occurs, where learning is important, and where learning is celebrated
- Classrooms should feel warm, inviting, and safe, without losing the overall ambience of a learning environment
2
Q
Allocated time
A
- the amount of time the teacher delegates for each instructional activity
- allocating as much time as possible for academic instruction is important for both student learning and appropriate behavior
3
Q
Engaged time/Time on task
A
- percent of allocated time that students actively participate in instructional activities
- students do not learn unless they have the opportunity to learn through interaction with instructional stimuli
4
Q
academic learning time
A
successful engaged time
5
Q
Strategies for Achieving a Positive Classroom Climate
A
- always model respectful and polite behavior with your students
- know your students
- spend time interacting with your students
- learn and use effective listening skills
- use humor
- solicit student input about the class
- have students help with basic classroom tasks
- use peer tutoring
- give students choices
- have group meetings to discuss student concerns
- provide a classroom suggestion box
- use positive, caring talk when speaking to other educators and parents about students
6
Q
Characteristics of academically successful students (effective learners)
A
- Are highly and actively engaged in the learning process
- Use a variety of strategies to self-regulate their own learning
- Are motivated to succeed, and expect to succeed
- Have appropriate social behavior
7
Q
Characteristics of students with learning and behavior difficulties
A
Are minimally engaged in most aspects of the learning process
Use few, inefficient strategies to self-regulate learning
Have low motivation for learning, and expect failure in academic work
Exhibit a higher number of inappropriate behaviors
8
Q
Whole-group instruction/large group instruction
A
- instruction is delivered to the entire class at once, and is used for teaching new content
- research has shown that large group instruction can be effective for all students
- can reduce transitions and the amount of time students must work independently while increasing teacher supervision and feedback
9
Q
Small group instruction
A
- Students are grouped into small, homogeneous groups for instruction
- While the teacher works with one group, the remaining students work on other instructional activities
10
Q
One-on-one instruction
A
- Teachers work individually with students to deliver instruction
- Teachers can customize instructional language, examples, and explanations for a single student
- Teachers are advised to use one-to-one instruction rarely, mainly to reteach or to teach new content to a student whose needs would not be met in group
11
Q
Reinforcement
A
- Reinforcement is a process in which a behavior is strengthened as a result of a consequence that follows the behavior
- Reinforcement can increase the frequency, rate, intensity, duration, or form of a behavior
- Reinforcement can be used with groups or individual students to strengthen or increase all types of behaviors, including academic behaviors
- Reinforcement is also important for establishing new behaviors
- Effective teachers will use reinforcement to teach and encourage appropriate, prosocial behavior
12
Q
Shaping
A
- The process of reinforcing successive approximations to a desired target behavior
- Gradually, reinforcement is given for increasingly more accurate forms of the target behavior.
- Eventually, only the target behavior in its correct form is reinforced
13
Q
Primary reinforcement
A
- Also called unlearned reinforcers or unconditioned reinforcers
- (Things we cannot live without)- Food, sleep, liquids, sexual stimulation, shelter
14
Q
secondary reinforcement
A
- No intrinsic value for survival and no connection to biological need
- Types of secondary reinforcers:
- social reinforcers- praise, proximity, recognition
- activity reinforcers- games, classroom jobs, use special materials
- material reinforcers- stickers, supplies, games, books
- token reinforcers – stars, stamps, chips, tickets
15
Q
Reinforcement survey
A
- Involves presenting potential reinforcers to students noncontingently, and observing those items or activities that students select
- Students will eventually tire of even the most attractive reinforcer
- Satiation - when the reinforcer loses its motivating power
- Deprivation - students must only be able to access the reinforcer through the reinforcement system, and even then, only for limited times or in limited quantities.
- Successful reinforcement programs are a careful balance between deprivation and satiation.
16
Q
Premack Principle
A
- a desirable activity is available only after completion of a low-probability behavior
- Known informally as Grandma’s Law
- “No dessert unless you eat your vegetables”
17
Q
Token economy
A
- Tokens have no intrinsic motivational power; their motivational power comes from the fact that they may be exchanged for backup reinforcers, such as food, activities, privileges, or material reinforcers.
- A token system consists of two components:
- tokens
- backup reinforcers
- Tokens: stickers, tickets, coins
- Backup Reinforcers: candy, homework pass, free time
18
Q
Contingency contract (behavior contract)
A
- A contingency contract is an agreement, usually written, between a student and adult (parent, teacher, administrator) that delineates what each party will do.
- Contracts should include:
- the behaviors that the student will perform
- how much
- by when
- what the teacher or other adult will do to support and reinforce those behaviors
- Advantages of behavior contracts: Student has input into the system, Formalizing the contract in writing may increase the likelihood of both parties exhibiting the behaviors specified, easy to use
19
Q
Group contingencies
A
.1. can increase one or more target behaviors across all students in a group
* 2. can encourage group cohesiveness and teamwork because in some forms of group contingencies, students work together for a common goal
20
Q
Independent contingency
A
- The same reinforcer or reinforcers is available for all students in the group
- Attainment of the reinforcer depends upon each student’s individual performance
- Any student who meets the criterion earns the reinforcer
- Students who do not exhibit target behaviors at expected levels do not earn the reinforcer
21
Q
Interdependent Continquency
A
- Students work together for a common reinforcer
- Every student must exhibit the target behavior at the specified criterion level in order for students to receive reinforcement
- Used to improve academic and social behaviors, and reduce disruptive behaviors
22
Q
Dependent (hero contingency)
A
- Reinforcement for all students is contingent upon the performance of one or more individual students
- If these students perform the target behavior, all students receive reinforcement
23
Q
Self-monitoring
A
- Observing and recording one’s behaviors
- Important self-control strategy, but one that many students do not learn without specific instruction
- Can be applied to both discrete behaviors and continuous behaviors
24
Q
self- reinforcement
A
- Students are allowed to award themselves a reinforcer if they determine that they met criterion for the target behavior
- Reinforcers are usually tokens or points
- Evidence indicates that self-determined contingencies may be more effective than teacher-determined contingencies
25
self- instruction
* Using verbal cues to initiate, guide, or inhibit behavior.
* Steps in teaching students to self-instruct are:
* The teacher models the behavior while talking aloud
* The teacher talks aloud while the student performs the behavior
* The teacher whispers and the student talks aloud while performing the behavior
* The teacher mouths the words and the student whispers while performing the behavior.
* The student performs the behavior while using silent (covert) self-instruction
26
self- evaluation
* Assessing one’s performance against a standard
* Students record how well or to what extent the target behavior was exhibited.
* To teach students to self-evaluate their performance, students must first understand criteria for behavioral performance.
27
Differential reinforcement of incompatible behavior (DRI)
Target behavior is reduced by systematically reinforcing appropriate behaviors that are incompatible with the challenging behavior.
Example:
You’re trying to teach a child to remain seated in class, you’re going to provide reinforcement when they are in their seat and withhold reinforcement when they are out of their seat.
28
Differential reinforcement of alternative behaviors (DRA)
Reinforcing a student for an appropriate alternative behavior that serves the same function.
Example: A child chews on his shirt collar for a sensory experience. Teacher gives him a chewy toy (same function: sensory experience) and rewards him when he uses it instead of chewing on his shirt.
29
Differential reinforcement of lower levels of behavior (DRL)
* This is used when you are trying to REDUCE but not eliminate a behavior. For example, you want a student to ask for help less frequently or ask for attention less frequently.
* Lower the rate of a response by reinforcing fewer incidents of that response or by reinforcing longer time intervals between incidents of the response.
30
Differential Reinforcement of Other Behavior (DRO)
This procedure entails delivering reinforcement whenever the problem behavior does not occur during a predetermined amount of time.
Example: Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use DRO in order to reinforce the absence of pulling her hair. Using this procedure, the teacher sets a timer for three minutes on Julie's desk. If Julie does not pull her hair for the entire three minutes then she is reinforced. If Julie does pull her hair, she is not reinforced and the timer is reset.
31
Zero tolerance
* The Department of Education’s Office for Civil Rights defines a zero tolerance policy as one that “results in mandatory expulsion of any student who commits one or more specified offenses.”
* Most schools have a zero tolerance policy for:
weapons and firearms
alcohol
drugs
violence
tobacco
32
Punishment
* Punishment is easy to use, and therefore often used too quickly, before other positive, preventive strategies.
* Punishment can produce undesirable side effects.
* IDEA requires the use of positive behavioral interventions and supports for behaviors that interfere with learning
* Two procedures involve removal of reinforcers to reduce or eliminate behavior: response cost and timeout
33
Timeout
individual is denied access to reinforcers for a predetermined period of time
34
Response cost
some amount of reinforcers are withdrawn or removed, contingent upon a particular behavior . Example: Removing a token from a token board after it has been earned
- Form of punishment: Taking away tokens
35
Forms of timeout
Nonexclusionary -Reinforcement is withheld but the child remains in the instructional setting
Exclusionary - involves removing the student from the instructional activity to another area within the classroom or outside of the classroom
Seclusionary- refers to the use of a designated timeout room for total isolation of the student – this is used SPARINGLY
36
replacement behavior
the behavior you want your student to do IN PLACE OF his/her
target behavior. This behavior MUST serve the same function as the target behavior. It must
also be relatively easy to do.
37
Crisis intervention plan
38
setting goals
* involves having students set goals for their performance
* goals can be set for improving academic performance, exhibiting desired behaviors, handling social situations appropriately
