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Flashcards in Unit 3 Deck (63)
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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