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

Amount of time scheduled for instruction

Answer 3

Allocate time

Question 4

Number of minutes instruction is delivered

Answer 4

Instructional time

Question 5

Time spent attending to ongoing instruction

Answer 5

Engaged (on task) time

Question 6

The time that students actually spend learning

Answer 6

Academic learning time

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

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

Answer 9

Elements of the ABA approach to education

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

Level of performance that meets accuracy and fluency criteria

Answer 12

Mastery

Question 13

Accuracy

Answer 13

Correctness of 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 environmental distractions are present

Question 20

Criterion based evaluations

Answer 20

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

Question 21

Norm-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

Teaching procedures which lead to adduction

Answer 23

Generative instructions

Question 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

Answer 24

Stimulus equivelance

Question 25

Three types of stimulus equivalence

Answer 25

Symmetry; reflexivity; transitivity

Question 26

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

Answer 26

Reflexivity

Question 27

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

Answer 27

Symmetry

Question 28

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

Answer 28

Transitivity

Question 29

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

Answer 29

Learn unit

Question 30

Stages of learning

Answer 30

Acquisition stage; Fluency stage; Application stage

Question 31

Establishing a new behavior, skill, or repertoire

Answer 31

Acquisition stage

Question 32

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

Answer 32

Fluency stage

Question 33

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

Answer 33

Application stage

Question 34

Influences on the number of learn units

Answer 34

wait time; response latency; feedback delay; intertrial interval

Question 35

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

Answer 35

Response latency and IRT

Question 36

Frequency of detectable responses that a student emits during ongoing instruction

Answer 36

ASR

Question 37

Pays attention; Listens to the teacher; Watches others respond

Answer 37

Passive responding

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 mode

Question 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

Answer 40

Response cards

Question 41

Types of response cards

Answer 41

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

Question 42

Students respond orally in unison

Answer 42

Choral responding

Question 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 a take-home product forstudy Keeps teacher on-task during lecture

Answer 43

Guided notes

Question 44

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

Answer 44

Programmed instruction

Question 45

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

Answer 45

Precision teaching

Question 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

Answer 46

Direct instruction

Question 47

Students achieve standards at their own pace

Answer 47

PSI Personalized system of instruction