Midterm Studying Flashcards
(82 cards)
1
Q
School Act vs Education Act
A
Education Act = new (moving towards)
Focus on Inclusion
2
Q
Punishment to modify behaviour
A
Bad because
- validates using pain to control others
- provokes aggression
- causes emotional harm
3
Q
Useful strategies for learned helplessness
A
Self-determination & growth-mindset stuff
4
Q
BOATS - Can behaviour be unlearned?
A
yes
5
Q
Strategies -how to increase control and choices
A
- teach to evaluate own work
- allow flexibility in schedule
- encourage to take breaks
NOT joining groups!
6
Q
Prompting example
A
-‘inside voices’
7
Q
Extinction
A
- form of classical conditioning
- bad behaviours can be unlearned or replaced with good behaviours
- example: quitting smoking: need to either prevent good feeling after smoking or create good feeling without smoking (patch)
- may not prevent relapse if stimulus appears
8
Q
Chaining
A
-teaching or reinforcing a skill by breaking it down into a series of smaller tasks that begin from the simplest to the most complex. Each step or link on the line acts as a cue to the next task on the line.
- There are two types of chaining: forward and backward chaining. Forward chaining is where one starts from the beginning, linking up tasks to the end, while backward chaining is where one links up tasks from the end backwards to the beginning.
- bedtime routines
9
Q
Redirection
A
-clap hands for attention
10
Q
Response Cost
A
take away a good thing
11
Q
how to measure progress?
A
provide info about Action, Context and Terms
12
Q
Premack Principle
A
“Work first, play later”
OR…
preferred behaviours can be used as rewards for less preferred behaviours
13
Q
Misbehaviour reasons
A
Attention/obtain
Escape/avoid
Power/control
Self-regulation/sensory stimulation
14
Q
?? resilience scale
A
note: heavier part is the wider part of the fulcrum!
Attitude is weighted in favour of positive outcomes
15
Q
Student wanders room and won’t sit down when homework being checked
A
Escape/avoid
16
Q
3 pillars - review notes
A
?
17
Q
How much time do students lose b/c of disruptions?
A
up to 38 days/year (2 months!)
18
Q
Which brain structure is involved with decision making, reward systems, impulse control and emotions?
A
the Anterior Cingulate Cortex
19
Q
What kind of theory is Behaviourism (Brent Davis)
A
Correspondence/Conduit
20
Q
Classical V operant conditioning
A
Classical:
- signal BEFORE behaviour (cue)
- signal is NEUTRAL (NO REWARD)
- focus on INVOLUNTARY
Operant
- signal AFTER choice
- signal is NOT neutral (reward/punishment)
- focus on changing VOLUNTARY behaviours (strengthening or weakening)
21
Q
Classical conditioning is good for…
A
classroom routines
22
Q
Operant conditioning examples
A
- grades
- stickers
23
Q
What is generalization and why is it potentially bad?
A
Conditioned behaviour can become generalized to other situations - test anxiety can become pervasive
24
Q
What 2 topics are associated with learned helplessness
A
bullying
depression
25
what happens in the brain when bullied?
levels of corticosterone increase (due to stress) in area of brain that processes reward stimuli (may increase risk of substance abuse)
26
applications of classical conditioning
- extinction
- counterconditioning
- flooding
- systemic desensitization
27
What is counterconditioning?
-classical conditioning strategy
-more powerful than extinction because negative stuff is involved
-create negative experience after original stimulus-response
-ex: drinking ->pleasure -> hang over
PROBLEM: often temporary
28
what is flooding
-form of classical conditioning
-good for phobias
-interact with fears long enough to see it's safe
-ex; prolonged exposure to snakes if afraid of snakes
PROBLEM: mixed results: may get worse
29
what is systematic desensitization
-form of classical conditioning
-make an anxiety hierarchy, then do things in order
-learn to relax
-like flooding, but without the 'trial by fire'
PROBLEM: effective, but takes a while to work
30
what are reinforcement schedules
rules indicating when you can have rewards
31
What are the 2 types of reinforcement schedules?
Continuous
| partial
32
What kind of reinforcement works fastest
variable ratio
33
What kind of reinforcement has least extinction
variable ratio
34
What lasts longer, ratios or intervals?
ratios
35
how should we praise?
focus on control & efforts
36
how to praise
- focus on effort
- describe specific things (esp strategies)
- comment on helpful strategies
- link outcomes to behaviour
- ask student to explain work
37
difference between feedback loop and straight path
feedback loop has 'adjustment' after evaluation (i.e. student implements change after eval
38
whether or not students use feedback is dependent on...
how safe it feels
39
what is LEAFF?
Learning Error and Formative Feedback
- we implement feedback if it feels safe
- shows that feeling safe means more errors off the bat...but way less going forward!
- necessity of errors (failure-driven learning)
40
safe vs unsafe: difference in goals
safe: mastery goals
unsafe: performance goals
41
who can administer an assessment for a 'code'?
only registered psychologists
42
what might be wired differently in IPP students?
anterior cingulate cortex
43
what should goals be?
manageable, measurable and meaningful
44
the IPP is a coordinated effort by who?
the learning team
45
does the learning team include parents, psychologists, Its, etc?
yes
46
should you repeat info on the IPP if relevant?
NOPE
47
IPP: Medical Conditions that Impact Schooling
- relevant to learning needs
- ONLY directly related to learning
- diagnosed conditions
- medications
- medical events
- note if NONE
48
Tourettes - Medical condition
Bob was diagnosed with Tourettes in 2010 by Dr. Shrink. He experiences motor (leg/neck) and verbal(humming) tics as a result of this condition. He takes TicMed for these symptoms
49
Current level of performance
Informal; school specific; done by teachers (you or specialized)
- snapshot relative to grade level
- observations
- 1x/year or more
50
Assessment related to IPP goals
You do or team does; informal; related to IPP goals
- observations
- checklists
- collected work
- 3x/year+
51
Specialized assessment
Done by pro; 2-5 year intervals
52
what can IPP strengths include?
hobbies/interests (computer programming), learning preferences (visual, etc), processing skills (working memory), organizational skills (time management), communication (expressive language), non-academic pursuits (hockey)
53
When are final/diploma exam accommodations allowed?
when they are documented on IPPs and implemented in classroom
54
what can you get for accommodations?
anything that levels the playing field
55
acronym for measurable goals
SMART - specific, measurable, achievable, relevant, time-limited
56
long-term goals
ONE specific learning outcome to be accomplished in ONE year
- POSITIVE statement that describes an OBSERVABLE event
- must reflect & take into account current level of performance
57
BOATS
```
Behaviour
Observation
Assessment
Teaching
Strategies
```
58
Reclaiming Youth at Risk
Belonging
Mastery
Independence
Generosity
59
Plato
Anyone can be anything with the right education
60
Aristotle
We all have implicit intelligence that needs to be revealed. Fate of empires depends on youth.
61
John Lock
Everyone is born a blank slate; every experience contributes to it
62
Gestalt
The whole is different from the sum of its parts
| Contrast to structuralism
63
Piaget
Child Development - constructivist view of child development
-accommodation (editing)
& assimilation (coincides)
64
Zeigarnik Effect
we tend to remember incomplete tasks better than the complete ones
65
We have a tendency to complete what?
incomplete experiences
66
Vygotsky
zone of proximal development - scaffolding can get you there
67
CHAMP strategy
```
Conversation
Help
Activity
Movement
Participation
```
68
What is CHAMP for?
planning universal activities
69
Modified vs adapted
Adapted - supported, but still standards
| Modified - you have your own goals
70
Measurable behaviours are what
Countable
Observable
Repeatable
71
ABC recording
Antecedent
Behaviour
Consequence
72
name 4 data collection systems
ABC recording
Frequency
Interval
Duration
73
Trauma informed school
things like anxiety are contagious - deal with individual issues
- routine & structure
- everythign benefits everyone
- allow for varying levels of engagement
74
2 types of early childhood interaction
serve/return
| air traffic control
75
air traffic control
as i get older, i am better able to prioritize & stay on task
76
agencies
```
rcmp
child services
prosecutor
police
alberta ed
```
77
percentage of reports from schools
80
78
people who know attackers
97
79
bumps
```
1-proximity OR eye contact
2-square off 1 meter
3-choice
4-follow through
5-diffuse the power struggle
6-informal contract
7-formal chat - involves others
8-inschool
9-out of school
10-expulsion
ALWAYS say thank you
```
80
law of pragnanz
KISS - we order things in linear ways
81
Gestalt to education
we do things for self-gratification (unlike behaviourism)
| scaffolding - build on prior knowledge
82
consequences should be
respectful
relevant
realistic
helpful
