SPED 306
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
---|---|---|---|---|---|
show | the ability to know when to do something vs not do something
🗑
|
||||
show | the ability to tell the difference between environmental events or stimuli.
🗑
|
||||
what is S^D | show 🗑
|
||||
What is S^delta | show 🗑
|
||||
what are the three components needed in order to teach discrimination? | show 🗑
|
||||
show | single step; amounts associated with numbers; writing letters, words EX: when teaching went, only reinforce went, not what, when
🗑
|
||||
show | no other stimuli occasion response
🗑
|
||||
show | responding to irrelevant stimuli
🗑
|
||||
concept formation | show 🗑
|
||||
show | provide feedback for right or wrong; be direct; be specific; simplify discrimination; limit distractors, color code
🗑
|
||||
prompts | show 🗑
|
||||
why use prompts | show 🗑
|
||||
verbal prompts | show 🗑
|
||||
show | 1. hold up 5 fingers to be quiet; 2. when asking a question, raise hand
🗑
|
||||
visual prompts | show 🗑
|
||||
show | full guidance, partial (hand on elbow)
🗑
|
||||
modeling | show 🗑
|
||||
show | decrease assistance, graduated guidance, time delay, increasing assistance
🗑
|
||||
whay is fading prompts necessary? | show 🗑
|
||||
what are the steps to effective prompting? | show 🗑
|
||||
three types of task analysis | show 🗑
|
||||
type of hierarchy task analysis | show 🗑
|
||||
type of procedural task analysis | show 🗑
|
||||
show | many different waysa: some must occur in specific order; shoe tying
🗑
|
||||
what must be done before starting task anlysis | show 🗑
|
||||
show | each task analyzed is a link in a chain; EX: behavioral chain: teacher estabilises chain of behavior, instructional procedure of reinforcin individual responses in sequence to form complex behavior
🗑
|
||||
forward chainging | show 🗑
|
||||
show | last step first; shoe tying (have it done, get to second to last step, and so on)
🗑
|
||||
show | end up with final product everytime. success
🗑
|
||||
show | S^D for next step
🗑
|
||||
time delay | show 🗑
|
||||
show | differential reinforcement for successive approximations of behavior, teaching new behavior, consequences are manipulated, not a stimulus control procedure
🗑
|
||||
show | the initia behavior, the terminal behavior (goal) and intermediate behaviors (baby steps)
🗑
|
||||
errorless learning | show 🗑
|
||||
show | allowing time for the student to think and reach an answer
🗑
|
||||
Stimulus generalization AKA | show 🗑
|
||||
show | response to maintenance, resistance to extinction, durability, behavioral persistence
🗑
|
||||
show | concomitant or concurrent behavior change
🗑
|
||||
What is stimulus generalization? | show 🗑
|
||||
What is maintenance? | show 🗑
|
||||
what is response generalization? | show 🗑
|
||||
show | collection of similar behaviors
🗑
|
||||
Train and Hope | show 🗑
|
||||
show | has the skill been acquired? can the student acquire reinforcers without performing the skill? does the student perform part of the skill?
🗑
|
||||
show | set up reinforcement schedule in other areas the student will be- sped room and reg ed room- help generalize the behavior
🗑
|
||||
show | using natural reinforcement whenever possible- peer reinforcement, social setting, grooming- it teaches students to recruit reinforcers from the environment
Compliment ANY GOOD BEHAVIOR. even if doing bad, look for the good
🗑
|
||||
train loosely | show 🗑
|
||||
show | similarities and differences: saying hello- many ways to do so
🗑
|
||||
show | using intermittent reinforcement scheduling, you make it difficult for students to determine when contingencies are in effect- likely to result in greater durability of behavior change- move towards naturally occurring schedule- subject doesn't know y
🗑
|
||||
program common stimuli | show 🗑
|
||||
show | self-recording the behavior may change in the desired direction as a function of the self-recording process alone- may be temporary
🗑
|
||||
show | necessary in the general ed classroom, community, foundation for independence
🗑
|
||||
show | being able to way the outcomes and consequences and making a decision based on them
🗑
|
||||
what are the components of self-management | show 🗑
|
||||
five components of of cognitive training strategies | show 🗑
|
||||
show | spot checking- am i doing an appropriate behavior or inappropriate adult behavior- feelings associated
🗑
|
||||
what are the criticisms of operant procedures? | show 🗑
|
||||
show | deterministic- rules governing behavior, create more choice for individuals
🗑
|
||||
freedom from a behavioral perspective | show 🗑
|
||||
what should always accompany procedures designed to reduce inappropraite behavior? | show 🗑
|
||||
what is accountability? | show 🗑
|
||||
why is accountability important to the behavioral change process? | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
727357211