Unit 3 Flashcards Preview

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Flashcards in Unit 3 Deck (47):
1

Two effective behavioral approaches to measure education

Direct instruction
University of Kansas behavior analysis program

2

Available time

Total number of school days and hours

3

Allocated time

Amount of time scheduled for instruction

4

Instructional time

Number of minutes instruction is delivered

5

Engaged (on task) time

Time spent attending to ongoing instruction

6

Academic learning time

The time that students actually spend learning

7

The role of behavior analysis in education

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

8

The challenge of behavioral analysis in education

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 method that teachers can and will actually use

9

Elements of the ABA approach to education

Clearly specified and behaviorally-stated instructional objectives
Well-designed curricular materials
Assessment of learner's entry skills
Focus on mastery
Highly structured
Fast-paced
Systematic use of positive and corrective feedback
Supported by empirical research
Extensively field-tested and revised based on data
Consider how realistic the procedures are for classroom practice

10

Behaviorally-stated instructional objectives

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

11

Reasons for writing behaviorally-stated instructional objectives

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

12

Mastery

Level of performance that meets accuracy and fluency criteria

13

Accuracy

Correctness of the response

14

Fluency

Short latency
High rate of correct response

15

Durable

Maintains across time even after instruction ends

16

Smooth

Free of pause and false starts

17

Useful

Can apply to the real world

18

Contextually meaningful

Socially valid

19

Resistant of distractions

Performance of consistent even when there are environmental distractions

20

Criterion-based evaluations

The results of other students has no effect on one's score

21

Norm-referenced evaluation

Student scores are based on and compared with peers' performance

22

Generative learning/adduction

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

23

Generative instructions

Teaching procedures which lead to adduction

24

Stimulus equivalence

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

25

Three types of stimulus equivalence

Reflexivity
Symmetry
Transivity

26

Reflexivity

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

27

Symmetry

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

28

Transitivity

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

29

Learn unit

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

30

Stages of learning

Acquisition stage
Fluency stage
Application stage

31

Fluency stage

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

32

Application stage

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

33

Influences on the number of learn units

Wait time
Response latency
Feedback delay
Intertrial interval

34

Response latency and IRT

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

35

Active student responding (ASR)

Frequency of detectable responses that a student emits during ongoing instruction

36

Passive responding

Pays attention
Listens to the teacher
Watches others respond

37

ASRs are correlated with:

Increased academic behavior
Improved test scores
Reduced disruptive behavior

38

High ASR approaches to Instructional Activity

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

39

Response cards

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

40

Types of response cards

Preprinted selection-based response cards
Preprinted selection-based "pincher" response cards
"Write-on" response cards

41

Choral responding

Students respond orally in unison

42

Guided notes

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 a take-home product for study
Keeps teacher on-task during lecture

43

Programmed instruction

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

44

Personalized System of Instruction (PSI)

Students achieve standards at their own pace

45

Direct Instruction

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

46

Precision teaching

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

47

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