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Flashcards in Unit 3 Deck (63):
1

Which of the five approaches to instructional technology requires 100% mastery

Personalized system of instruction

2

Which of the five approaches to instructional technology involves small group instruction

Direct instruction

3

Which of the five approaches to instructional technology most likely managers rate of response

Precision teaching

4

Which of the five approaches to instructional technology was developed by skinner

Programmed instruction

5

Which of the five approaches to instructional technology works best when it uses teaching machines or Computers

Programmed instruction

6

Which of the five approaches to instructional technology almost always use a standard celeration charts

Precision teaching

7

Which of the five approaches to instructional technology depends on responses then branches into either new material or review frames

Programmed instruction

8

Which of the five approaches to instructional technology usually has optional lectures and undergraduate proctors

Personalized a system of instruction

9

Which of the five approaches to instructional technology uses a script for the teacher

Direct instruction

10

Which of the five approaches to instructional technology teaches to fluency not just mastery

Precision teaching

11

SAFMEDS stands for?

Say
All
Fast
Minute
Everyday
Shuffle

12

During the acquisition stage the learn unit mostly resembles

Discrete trials

13

Generative learning is more commonly referenced

Adduction

14

Instructional delivery is also known as

Teaching

15

Number of minutes instruction is delivered

Instructional time

16

Amount of time students actually spend learning - the time spent successfully engaged in academic tasks

Academic learning time

17

Amounts of time included in the total number of school days and hours is

Available time

18

Amount of time scheduled for instruction is

Allocated time

19

Amounts of time in which a student is attending to ongoing instruction is

Engaged time

20

Two effective behavioral approaches to measure education

Direct instruction

university of Kansas behavioral analysis program

21

Time spent attending to ongoing instruction

Engaged on task time

22

The time that students actually spend the learning

Academic learning time

23

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 role of behavioral analysis in education

24

Be clear about what is taught

teach first things first

stop making all students Advance the same rate

program the subject matter

reconsider ABA instructional technology

determine how to cause more durable an extensive behavioral change

develop methods that teachers can actually will use

The challenge of behavioral analysis in education

25

Clearly specified and behaviorally stated instructional objectives

Well designed curricular materials

Assessment of learners entry skills

Ongoing frequent direct measure of skills
focus on mastery
highly structured
fast-paced
systematic use of positive and corrective feedback
supported by empirical research
extensively field tested and revise based on data
considered how realistic the procedures are for the classroom practice

Elements of the ABA approach to education

26

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

Behaviorally stated instructional objectives

27

Guide the instructional content and tasks
communicate to students on what they will be evaluated
specify the standards for evaluating on going and terminal performance

Reasons for writing the Behaviorally stated instructional objectives

28

Level of performance that meets accuracy and fluency criteria

Mastery

29

Correctness of the response

Accuracy

30

Short Latency high rate of correct response

Fluency

31

Maintains across time even after instruction ends

Durable

32

Free of pause and false starts

Smooth

33

Can apply to the real world

Useful

34

Socially valid

Contextually meaningful

35

Performance consist even when there are environmental distractions

Resistant to distractions

36

The results of other students has no affect on ones score

Criterion based evaluations

37

Student scores are based on and compared with Peers performance

Normed-referenced evaluation

38

Add general pattern of responding that produces affective responding to mini untrained relations

Generative learning adduction

39

Teaching procedures which lead to adduction

Generative instructions

40

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 equivalent

41

Three types of stimulus equivalence

Reflexive symmetry transitive

42

In the absence of training and reinforcement a learner selects a stimulus that is matched to itself

A=A

Reflexivity

43

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

Symmetry

44

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

Transitivity

45

That smallest divisible unit of teaching and incorporates interlocking three term contingency’s for both the teacher and the student

Learn unit

46

Stages of learning

Acquisition stage
fluency stage
application stage

47

Establishing a new behavior skill, or repertoire

Acquisition stage

48

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

Fluency stage

49

Using learned material in new concrete and real life situations

Application stage

50

Wait time
Response latency
Feedback delay
Intertrial interval

Influences on the number of learn units

51

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

Response latency and IRT

52

Frequency of detectable responses that a student emits during ongoing instruction

Active student responding ASR

53

Pays attention
Listens to the teacher
Watches others respond

Passive responding

54

Increased academic behavior
Improve test scores
Reduces disruptive behavior

ASRs are correlated with ??

55

Programmed instruction personalized system of instruction direct instruction
precision teaching
Morningside model

Hi ASR approaches to instructional activity

56

Cards signs are items that are held up simultaneously they all students to display their response to a question item or problem presented by the teacher

Response cards

57

Pre-printed selection- based response cards

Preprinted selection based pincher cards

Write on cards

Types of response cards

58

Choral responding

Students respond orally in unison

59

Guided notes

Teacher prepares handouts that organize content
Guides to learner with standard cues for the learner to record key facts concept in relationships
Provides the leaner with a means of actively responding to the lecture content
Provides a take-home product for study
Keeps teacher on task during lecture

60

Involves the presentation of small frames of information which require a discriminated response

Programmed instruction

61

Personalized a system of instruction

Students achieve standards at their own pace

62

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

Direct instruction

63

Focuses on the learners performance as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart

Percision teaching