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

Behaviorally- stated instructional objectives

Answer 7

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

Question 8

Reasons for writing behaviorally- stated

instructional objectives

Answer 8

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 9

Mastery

Answer 9

Level of performance that meets accuracy

and fluency criteria

Question 10

Accuracy

Answer 10

Correctness of the response

Question 11

Fluency

Answer 11

Short latency

High rate of correct response

Question 12

Durable

Answer 12

Maintains across time even after instruction

ends

Question 13

Smooth

Answer 13

Free of pause and false starts

Question 14

Useful

Answer 14

Can apply to the real world

Question 15

Contextually meaningful

Answer 15

Socially valid

Question 16

Resistant to distractions

Answer 16

Performance consistent even when there are

environmental distractions

Question 17

Criterion- based evaluations

Answer 17

The results of other students has no effect

on one’s score

Question 18

Normed- referenced evaluation

Answer 18

Student scores are based on and compared

with peers’ performance

Question 19

Generative learning/ adduction

Answer 19

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

Question 20

Generative instructions

Answer 20

Teaching procedures which lead to

adduction

Question 21

Stimulus equivalence

Answer 21

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 22

Three types of stimulus equivalence

Answer 22

Reflexivity
Symmetry
Transitivity

Question 23

Reflexivity

Answer 23

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

Question 24

Symmetry

Answer 24

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

Question 25

Transitivity

Answer 25

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

Question 26

Learn unit

Answer 26

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

Question 27

Stages of learning

Answer 27

Acquisition stage
Fluency stage
Application stage

Question 28

Acquisition stage

Answer 28

Establishing a new behavior, skill, or

repertoire

Question 29

Fluency stage

Answer 29

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

Question 30

Application stage

Answer 30

Using learned material in new, concrete, and

real- life situations

Question 31

Influences on the number of learn units

Answer 31

Wait time
Response latency
Feedback delay
Intertrial interval

Question 32

Response latency and IRT

Answer 32

Student variables that can influence the

number of learn units delivered in a lesson

Question 33

Active student responding (ASR)

Answer 33

Frequency of detectable responses that a

student emits during ongoing instruction

Question 34

Passive responding

Answer 34

Pays attention
Listens to the teacher
Watches others respond

Question 35

ASRs are correlated with:

Answer 35

Increased academic behavior
Improved test scores
Reduced disruptive behavior

Question 36

High ASR approaches to Instructional

Activity

Answer 36

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

Question 37

Response cards

Answer 37

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 38

Types of response cards

Answer 38

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

Question 39

Choral responding

Answer 39

Students respond orally in unison

Question 40

Programmed instruction

Answer 40

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

Question 41

Personalized System of Instruction (PSI)

Answer 41

Students achieve standards at their own

pace

Question 42

Direct Instruction

Answer 42

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

Question 43

Precision teaching

Answer 43

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