Unit 3

Question 1

Two effective behavioral approaches to

measure education

Answer 1

Direct instruction
University of Kansas behavior analysis
program

Question 2

Total number of school days and hours

Answer 2

Available time

Question 3

Amount of time scheduled for instruction

Answer 3

Allocated Time

Question 4

Number of minutes instruction is delivered

Answer 4

Instructional Time

Question 5

Time spent attending to ongoing instruction

Answer 5

Engaged Time (On Task)

Question 6

The time that students actually spend

learning

Answer 6

Academic Learning Time

Question 7

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

Answer 7

The roles of behavior analysis in education

Question 8

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

Answer 8

The challenge of behavior analysis in education

Question 9

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

Answer 9

Elements of the ABA approach to education

Question 10

A statement of actions a student should
perform after completing one or more
instructional components

Answer 10

Behaviorally-stated instructional objectives

Question 11

Guide the instructional content and tasks
Communicate to students on what they will
be evaluated
Specify the standards for evaluating ongoing
and terminal performance

Answer 11

Reasons behind writing behaviorally-stated instructional objectives

Question 12

Level of performance that meets accuracy

and fluency criteria

Answer 12

Mastery

Question 13

Correctness of the response

Answer 13

Accuracy

Question 14

Short latency

High rate of correct response

Answer 14

Fluency

Question 15

Maintains across time even after instruction

ends

Answer 15

Durable

Question 16

Free of pause and false starts

Answer 16

Smooth

Question 17

Can apply to the real world

Answer 17

Useful

Question 18

Socially valid

Answer 18

Contextually Meaningful

Question 19

Performance consistent even when there are

environmental distractions

Answer 19

Resistant to distractions

Question 20

The results of other students has no effect

on one’s score

Answer 20

Criterion-based evaluations

Question 21

Student scores are based on and compared

with peers’ performance

Answer 21

Norm-referenced evaluations

Question 22

A general pattern of responding that
produces effective responding to many
untrained relations

Answer 22

Generative learning adduction

Question 23

Teaching procedures which lead to

adduction

Answer 23

Generative instructions

Question 24

Describes the emergence of accurate
responding to untrained and non-reinforced
stimulus- stimulus relations following the
reinforcement of responses to some
stimulus- stimulus relations

Answer 24

Stimulus Equivalence

Question 25

Reflexivity Symmetry Transitivity

Answer 25

3 types of Stimulus Equivalence

Question 26

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

Answer 26

Reflexivity

Question 27

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

Answer 27

Symmetry

Question 28

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

Answer 28

Transitivity

Question 29

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

Answer 29

Learn Unit

Question 30

Stages of Learning

Answer 30

Acquisition stage Fluency stage Application stage

Question 31

Establishing a new behavior, skill, or | repertoire

Answer 31

Acquisition stage

Question 32

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

Answer 32

Fluency stage

Question 33

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

Answer 33

Application stage

Question 34

Wait time Response latency Feedback delay Intertrial interval

Answer 34

Influences on the number of learn stages

Question 35

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

Answer 35

Response Latency and IRT

Question 36

Frequency of detectable responses that a | student emits during ongoing instruction

Answer 36

Active Student Responding (ASR)

Question 37

Pays attention Listens to the teacher Watches others respond

Answer 37

Passive Responding

Question 38

ASR's are correlated with

Answer 38

Increased academic behavior Improved test scores Reduced disruptive behavior

Question 39

``` Programmed instruction (PI) Personalized system of instruction (PSI) Direct instruction (DI) Precision teaching (PT) Morningside model ```

Answer 39

High ASR approaches to instructional activity

Question 40

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

Answer 40

Response cards

Question 41

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

Answer 41

Types of response cards

Question 42

Students respond orally in unison

Answer 42

Choral responding

Question 43

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 the learner with a means of actively responding to the lecture content Provides a take-home product for study Keeps teacher on- task during lecture

Answer 43

Guided Notes

Question 44

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

Answer 44

Programmed instruction

Question 45

Students achieve standards at their own | pace

Answer 45

Personalized System of Instruction (PSI)

Question 46

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

Answer 46

Direct Instruction

Question 47

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

Answer 47

Precision Teaching

Question 48

``` Say All Fast Minute Every Day Shuffle ```

Answer 48

SAFMEDS