Unit 3

Question 1

Two effective behavioral approaches to measure education

Answer 1

Direct instruction

University of Kansas behavior analysis program

Question 2

Available time

Answer 2

Total number of school days and hours

Question 3

Allocated time

Answer 3

Amount of time scheduled for instruction

Question 4

Instructional time

Answer 4

Number of minutes instruction is delivered

Question 5

Engaged (on task) time

Answer 5

Time spent attending to ongoing instruction

Question 6

Academic learning time

Answer 6

The time that students actually spend learning

Question 7

The role of behavior analysis in education

Answer 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

Question 8

The challenge of behavior analysis in education

Answer 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

Question 9

Elements of the ABA approach to education

Answer 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

Question 10

Behaviorally- stated instructional objectives

Answer 10

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

Question 11

Reasons for writing behaviorally- stated instructional objectives

Answer 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

Question 12

Mastery

Answer 12

Level of performance that meets accuracy and fluency criteria.

Question 13

Accuracy

Answer 13

Correctness of the response

Question 14

Fluency

Answer 14

Short latency

High rate of correct response

Question 15

Durable

Answer 15

Maintains across time even after instruction ends

Question 16

Smooth

Answer 16

Free of pause and false starts

Question 17

Useful

Answer 17

Can apply to the real world

Question 18

Contextually meaningful

Answer 18

Socially valid

Question 19

Resistant to distractions

Answer 19

Performance consistent even when there are environmental distractions.

Question 20

Criterion- based evaluations

Answer 20

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

Question 21

Normed- referenced evaluation

Answer 21

Student scores are based on and compared with peers’ performance.

Question 22

Generative learning/ adduction

Answer 22

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

Question 23

Generative instructions

Answer 23

Teaching procedures which lead to adduction

Question 24

Stimulus equivalence

Answer 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

Question 25

Three types of stimulus equivalence

Answer 25

Reflexivity Symmetry Transitivity

Question 26

Reflexivity

Answer 26

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

Question 27

Symmetry

Answer 27

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

Question 28

Transitivity

Answer 28

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

Question 29

Learn unit

Answer 29

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

Question 30

Stages of learning

Answer 30

Acquisition stage Fluency stage Application stage

Question 31

Acquisition stage

Answer 31

Establishing a new behavior, skill, or repertoire

Question 32

Fluency stage

Answer 32

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

Question 33

Application stage

Answer 33

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

Question 34

Influences on the number of learn units

Answer 34

Wait time Response latency Feedback delay Intertrial interval

Question 35

Response latency and IRT

Answer 35

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

Question 36

Active student responding (ASR)

Answer 36

Frequency of detectable responses that a student emits during ongoing instruction

Question 37

Passive responding

Answer 37

Pays attention Listens to the teacher Watches others respond

Question 38

ASRs are correlated with:

Answer 38

Increased academic behavior Improved test scores Reduced disruptive behavior

Question 39

High ASR approaches to Instructional Activity

Answer 39

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

Question 40

Response cards

Answer 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

Question 41

Types of response cards

Answer 41

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

Question 42

Choral responding

Answer 42

Students respond orally in unison

Question 43

Guided notes

Answer 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

Question 44

Programmed instruction

Answer 44

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

Question 45

Personalized System of Instruction (PSI)

Answer 45

Students achieve standards at their own pace

Question 46

Direct Instruction

Answer 46

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

Question 47

Precision teaching

Answer 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

Question 48

SAFMEDS

Answer 48

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