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Sped 215
Sped 215 -ISU Pratice Midterm
| Question | Answer |
|---|---|
| Primary duty as a teacher for your students | take care of the EGOS of the students |
| Discriminative Stimulus | a stimulus in the presence of which a behavior is likely to be reinforced… all others are not likely to be reinforced. |
| Instructional Objective | a collection of words and/or pictures and diagrams intended to let others know what you intend for you students to achieve. |
| Administrative Objectives | describes instructor’s performance. |
| Course description | tells you something about the content and procedures of a course. |
| Course objective | describes a desired outcome |
| Ego | an image/idea of how someone sees himself or herself. |
| Spreading phenomenon | as you get older, you become more susceptible to having allergy problems to the common 5 allergy triggers. |
| Premack Principal | When you do what I want you to do, then you can do what you want to do. |
| Modeling | is observing others and imitating the actions previously seen. |
| Why people do what they do? | a. Psychodynamic b. Biochemical & biological & organic c. Sociological d. Behavioral |
| What are the “Big- Five” allergy symptoms? | a. Red eyes or/and ears, bags under eyes b. Acts hyper, hypo activity c. Writing d. Pulse e. Breathing |
| What are common allergy triggers/problems? | a. Dust b. Mold c. Food d. Chemicals e. Pollen |
| Name the 7 signs of environmental illness: | a. Headache b. Breathing problems c. Muscle aches d. Nausea e. Fatigue f. Joint aches g. Hyper/hypo activity |
| What characterizes Good Instruction? | a. Structure b. Repetition c. Success |
| What are the 3 levels of Good Instruction? | a. Direct Instruction b. Guided Practice c. Mastery Learning |
| What do we know about at risk kids? | a. Poor attention skills b. Poor generalization skills c. Poor organizational skills d. Poor success rates e. Poor social skills |
| What every good teacher must know: | a. What to teach b. How to teach c. How to manage behavior |
| With an objective, you need to identify: | a. Performance b. Conditions c. Criteria |
| What are the three components of Freud’s models … but modified by Dr. Jacobs? | a. Ego b. Drive c. Conscience |
| T/F The website the Dr. Jacobs recommends is: | T |
| T/F Environmentally sick schools only affect teachers’ health. | F |
| T/F The closest environment health center for Provocation is Floride | F |
| T/F Teachers need to help build self-concept in students | T |
| T/F Behavior is a choice | T |
| T/F Provocation Neutralization Allergy Testing helps many students | T |
| T/F Your students will know what you expect, tolerate, and punish. | T |
| T/F Objectives can be vague. | F |
| T/F An objective is measurable. | T |
| T/F Purpose of instruction is to help someone learn to do something | T |
| T/F How to teach, means knowing how to read a teacher’s textbook. | F |
| T/F Learning conditions are unimportant for student success. | F |
| T/F Rules are flexible | F |
| T/F Positive parent contact is beneficial for teachers in the future. | T |
| T/F Environmental illness can be cured with an antibiotic. | F |
| T/F Kids size you up fast. | T |
| T/F According to Dr. Jacobs…attention signals are optional for sucess | F |
| T/F Immediate feedback for students is unhelpful. | F |
| T/F Students should be able to have choices in activities. | T |
| T/F It is not wise to go to war with your students. | T |
| T/F Behaviors are learned. | T |
| T/F Behaviors are uncorrectable. | F |
| T/F Direct teaching is highly recommended for students to succeed. | T |
| T/F The cardinal rule is don’t teach until you have everyone’s | T |
| T/F Having a “full barrel” means you are at perfect health. | F |
| T/F Assigned seating by the teacher is recommended to prevent | T |
| T/F It only takes seeing something one time for it to “stick” with a person | T |
| T/F It is important to be friendly to ALL staff members. | T |
| T/F Children do not judge a teacher until a month into school. | F |
| A _____ stated objective is one that succeeds in communicating an intended instructional result to the reader. | usefully |
| A _____ stated objective is one that succeeds in communicating your intent. | meaningful |
| A _____ statement – is the one that excludes the greatest number of possible meanings other than your intent. | best |
| For an objective, _______ states what a learner is expected to be able to do and/or produce to be considered competent | performance |
| The _______ rule is don’t begin teaching until you have everyone’s attention. | cardinal |
| ______ should be posted and be positive. | rules |
| _______ - is when you do what I want, then you can do what you want. | 7. The Premack Principal |
| Behavior is a _______ | choice |
| The Pygmalion Effect states that you get what you ______, so expect the best. | expect, |
| Ego | How you see yourself |
| Learning Conditions | In order to grow educationally, socially, and emotionally, children need to be in an environment in which there is a concentrated teacher who will set firm consistent positive, limits while providing warmth and support for their appropriate behavior. |
| Modeling | Is looking at others and imitating their actions |
| Acting out child (Freud): | The child has a large drive system and a small conscience. |
| Acting in child (Freud): | The child has a large conscience and a small drive system. |
| How to teach: | Is when the teacher delivers instruction. |
| What are the four major goals of this course? | A. Understand a behavior exists. B. Be able to come up with appropriate action. C. Teach the students to make appropriate decisions. D. Teach students to manage their own behaviors. |
| To have a good objective you have to ask these questions | A. Important condition B. performance based C. criteria of success |
| The 4 steps in managing student errors | A. Feedback B. Model C. Prompt D. Check |
| The four steps in obtaining parent support for behavior management: | A. Letter B. Home visit C. Phone call D. Notes |
| The 5 Expectations in a classroom are | A. Respectful B. Responsible C. Follow directions D. Hand and feet to self E. Be there and ready |
| Rules should be: | A. Stated positively B. Kept to a minimum C. Posted D. Taught and rehearsed |
| What are the three parts to the ecological Assessment: Can also have Community for one | A. Home B. School C. Child |
| Guilt is a fight between your ego and drive systems. | False |
| Behavior management does not have to be in the students IEP. | False |
| Guided practice is when _______ teach. | you |
| The _________ system is the system dealing with right and wrong; morals; and values. | conscience |
| The three levels of teaching are _____ | ____Direct Instruction___, __Guided Practice__, and __Mastery Learning_. |
| These two systems are learned | _____Ego__ and ___Conscience_____. |
| ______ learning is when “we” teach. | ___Mastery_____ |
| Classroom Structure | Term that describes the manner which teachers organize their instructural procedures and classroom, to stimulate and maintain appropriate behavior from students. |
| Criterion | describes the level of competence that must be reached or surpassed. |
| First day’s dos and don’ts. | a. Seating chart. b. Attention signal. c. Response signal. d. Rules. e. Behavior management plan. f. Pretest behavior. g. Pretest academics. h. Group- academic readiness. i. Establish goals. j. Work on self concepts. |
| People view violence and poor discipline as the most serious problems in schools | True |
| People view violence and poor discipline as the most serious problems in schools | True |
| I am not a discriminative stimulus in my classroom? | False |
| You should understand why a behavior exists? | True |
| You should stay away from negative feedback | True |
| Chemicals are the number one allergy at the moment | True |
| Use ____ times more positive intervention than negative ones. | 5 |
| Respondent Behavior | Behavior which is a result of its preceding stimuli. |
| Operant Behavior | Behavior which is maintained or increased by its consequences. |
| Positive Reinforcer | A stimulus that, when presented as a consequence of a response, results in an increase or maintenance of that response. |
| Negative Reinforcer | A stimulus that, when removed or reduced as a consequence of a response, results in an increase or maintenance of that response. |
| List the first four things a teacher should do on the first day of school. | a. Seating chart b. Attention signal c. Response Signals d. Rules |
| Your drive system is what motivates you in life. | True |
| All children should be treated in the same way. | False, every child is different |
| The use of new carpets in schools should make people nervous because of the fumes, dirt, and mold. | True |
| Always let your students know what the objective of the lesson is. | True |
| Most environmental or allergy symptoms are due to something inside of your home, school, or work area. | True |
| Lack of self esteem is the major reason why students act up. | true |
| When students misbehave it is usually due to lack of structure | true |
| A teacher can catch problems early by using physical proximity | true |
| Teachers should have two different types of response signals in the classroom. | true |
| Behavior which is reinforced tends to be repeated. | true |
| The goal of a behavior management program is to teach kids to manage their own behavior. | true |
| It is believed that 80% of ADD children have been misdiagnosed. | false |
| Students are more compliant when school rules are vague | false |
| Instruction is effective to the degree that in succeeds in changing students in undesired directions. | false |
| An objective is related to an outcome of instruction, rather than the process. | true |
| The best way to teach someone something is to model it | true |
| A useful objective includes three characteristics | true |
| When the main intent of an objective is covert, an indicator behavior is added. | true |
| Most instructional objectives are derived from two sources: personal desires and external needs. | true |
| The _____ _____ explains why a child may be fine one day, and then become sick the next. | BARREL EFFECT |
| Your ____ includes your system of right and wrong. | CONSCIENCE |
| Behavior is a result of its _____ | CONSEQUENCES |
| Direct Instruction | Teaching or showing someone how to do something. |
| Guided Practice | Doing the work with someone. |
| Mastery Learning | Someone doing the work you just taught them on their own. |
| What are Dr. Jacob’s names for the three parts of the personality? | 1. Drive system 2. Self-concept 3. Conscience system |
| Name three ways to intervene during instruction. | 1. Catch problems early 2. Avoid dead time 3. Plan for difficult transitions |
| Instruction is effective to the degree that it succeeds in ____________________________________________. | changing a student’s behavior |
| Objectives are drafted after ________________. | the analysis |
| It is more important to teach behavior than academics. | true |
| You can’t teach someone something they don’t want to learn. | true |
| We are born with a self-concept. | false |
| We control our drive-system. | false |
| Students tend to be less destructive when the rules are specific. | true |
| At-risk students need to learn to be structured. | true |
| In order to grow educationally, socially, and emotionally, children need to be in an environment with a caring teacher. | true |
| You should never put a lesson plan aside to work on behavior. | false |
| Using “I-messages” is one way to intervene during instruction. | true |
| Threatening to remove privileges, but not following through on those privileges is effective in classroom management. | false |
| Teachers should help students build their self-concept. | true |
| Before school starts you should review a student’s records and talk to their previous teachers. | true |
| Behavior modification is a form of bribery. | false |
| Some children need to be treated differently then others. | true |
| A token system is a behavior management system. | true |
| If you are a discriminative stimulus in your classroom, your students will know what you expect, will tolerate, and will punish. | true |
| What are three rules for giving choices? | 1.If the child doesn’t choose, be prepared to choose yourself. 2.Be sure to only offer choices you can live with. 3.Never give a choice unless you are willing to allow the child live with the consequences of a “bad” choice. |
| What are the three components of a person’s personality? | 1. Id (Drive System) 2. Ego 3. Super-Ego (Conscience) |
| An assertive teacher is one that who clearly and firmly communicates their wants and needs. | True |
| Discipline is the always same as punishment | False |
| The best solution for almost every problem resides within the person who owns the problem. | True |
| The ego determines self expectations | True |
| The conscience counteracts the drive system | True |
| What We Will Learn This Semester | Positive reinforcement in general --primary and secondary Modeling Shaping Premack Principal Token Reinforcement Response Cost Time Out Extinction |
| 9. Behavior management-General Guidelines | Structure Repetition Consistency Success Choices Ecologically Based Pre-planned and approved |
| Basic Principles of Behavior management | Behavior is learned Behavior is learned from other people Behavior is a result of it’s consequences Behavior which is reinforced tends to be repeated Behavior which is not reinforces tends not be repeated |
| 11. The Pre-Intervention Checklist | Assess the problem-degree of severity Examine the facilitators ( four pill theory, or ecological assessment) 1. Homes 2. School 3. Community 4. Child Diagnosis VS. Prognosis Decision Making 1. Begin Intervention 2. Refer to a more Rest |
| What are the 3 teacher expectations | a. set goals for students b. establish and explain rules c. role play, model, and practice rules |
| List the 4 steps of the Pre-Intervention Checklist. | a. Asses the problem b. Examine the facilitators c. Diagnosis vs. Prognosis d. Decision Making |
Created by:
tmartin23
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