Term
| ABA Instructional Technology |
|
Definition
|
|
Term
| Common Features of ABA IT |
|
Definition
Highly structured
Fast-paced
Active engagement
Daily practice
ASR |
|
|
Term
|
Definition
| 3 term contingency: A-R-C |
|
|
Term
|
Definition
| Direct measure of schooling effectiveness |
|
|
Term
| During acquisition stages the learn unit mostly resembles? |
|
Definition
|
|
Term
| Feedback component of acquisition stage of learning is |
|
Definition
|
|
Term
|
Definition
Feedback delay
Inter-trial interval
Wait time |
|
|
Term
|
Definition
|
|
Term
|
Definition
| Active Student Responding |
|
|
Term
|
Definition
| Frequency of detectable responses emitted during instruction |
|
|
Term
|
Definition
Increased academic behavior
Improved test scores
Reduced disruptive behaviors |
|
|
Term
|
Definition
| High rate of asr, immediate view of student responses, student to student interaction |
|
|
Term
|
Definition
Response cards
Choral responding
Guided notes |
|
|
Term
|
Definition
Keep students and teachers focused
Organized content
Active responding to lecture
Take home study guide |
|
|
Term
|
Definition
| Skinner developed, uses teaching machines and computers, maximize learning, instant feedback |
|
|
Term
| Personalized system of instruction |
|
Definition
| Structure instructional material, quiz/tests, asr, self paced, 100% mastery, proctors |
|
|
Term
|
Definition
| Small group, frequent asr, tx follows script, demo examples and non-examples, pass/fail, criterion referenced tests |
|
|
Term
|
Definition
| Student knows best, rate of response, fluency, standard celebration chart, direct measurement and continuous monitoring, descriptive and fx definitions of Bx and processes |
|
|
Term
|
Definition
| High rates of correct responding, critical for learning higher level skills |
|
|
Term
|
Definition
Say
All
Fast
Minute
Every
Day
Shuffle |
|
|
Term
|
Definition
| Verbal antecedent stimuli which many times are efficient ways to evoke new Bx |
|
|
Term
|
Definition
| Contingency-specifying stimuli which may evoke Bx without person having to experience contingency described in rule |
|
|
Term
|
Definition
| Alter the function of other stimuli |
|
|
Term
|
Definition
| Higher-order response class where Bx reinforced is that of following rules |
|
|
Term
|
Definition
| A rule may change the function of a neutral stimulus so it becomes a discriminative stimulus, an EO or a reinforcer |
|
|
Term
|
Definition
| Point to point correspondence and formal similarity; topographically identical or similar to antecedent stimuli |
|
|
Term
|
Definition
| Occurs without training and reinforcement, critical for acquisition of many skills |
|
|
Term
|
Definition
| Present a model that sets the occasion for specific response by learner; provide response prompts and reinforce; intersperse trials |
|
|
Term
|
Definition
| Uses and individuals repertoire to train new Bx’s or evoke desirable Bx’s; leaner watches a model perform the target and obtain reinforcement for doing so |
|
|
Term
|
Definition
Instructions
Modeling
Rehearsal
Feedback
Practice |
|
|
Term
|
Definition
| Emergence of accurate responding to untrained and non-reinforced S-S relations following the reinforcement of responses to some other S-S relations. |
|
|
Term
|
Definition
| A response will select a stimulus that is matched to itself (A=A) |
|
|
Term
|
Definition
| After learning A=B learner demo’s that B=A without direct training |
|
|
Term
|
Definition
| After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship |
|
|
Term
|
Definition
| Give person ability to control his environment and reduce problem Bx by providing an alternative response which results in the delivery of a reinforcer |
|
|
Term
|
Definition
Vocal speech
Sign Language
PECS
Augmented Communication Devices
Pointing |
|
|
Term
|
Definition
| Speaker selects a stimulus in environment by pointing or finding a picture and handing to listener |
|
|
Term
|
Definition
| Listener discriminates what the speaker is saying based on the topography of verbal stimulus |
|
|
Term
|
Definition
Advantages: universally understood, easy to teach
Disadvantages: limited communication, lot of materials, communication materials unavailable |
|
|
Term
|
Definition
Advantages: extensive repertoire, always available
Disadvantages: not universally understood, can be difficult to teach |
|
|
Term
|
Definition
| All school activities in year (total school days & hours) |
|
|
Term
|
Definition
| Time scheduled for instruction |
|
|
Term
|
Definition
| Amount of time actually spent in instruction |
|
|
Term
|
Definition
| Time attending to instruction (e.g., listening/responding to the teacher) |
|
|
Term
|
Definition
| Time spent actually learning |
|
|
