Term
[image]
use comparative studies
determine what we know
predict effective practice
identify important prerequisites
determine how mnany things work |
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Definition
1. determine what we know
2. determine how mnany things work
3. use comparative studies
4. predict effective practice
5. identify important prerequisites |
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Term
Determine whether the description is related to skills, relationship, or membership variables of building an inclusive classroom culture.
-Includes outcomes related to academic, social, and functional skills.
-An example might be knowledge of math facts.
-An example might knowledge of job-related skills.
-Includes outcomes related to personal relationships that a student learns from throughout their lifespan.
-Focuses on four types of relationships- companion, giver, receiver, conflictual.
-Examples might include fostering relationships where you give something to others of solve conflict with others.
-Includes outcomes related to a child's sense of membership in their environment.
-An example might be ensuring a student is included in community activities.
-An example might be student that are class helpers in their classroom. |
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Definition
-Includes outcomes related to academic, social, and functional skills.
(skills)
-An example might be knowledge of math facts.
(skills)
-An example might knowledge of job-related skills.
(skills)
-Includes outcomes related to personal relationships that a student learns from throughout their lifespan.
(relationship)
-Focuses on four types of relationships- companion, giver, receiver, conflictual.
(relationship)
-Examples might include fostering relationships where you give something to others of solve conflict with others.
(relationship)
-Includes outcomes related to a child's sense of membership in their environment.
(membership)
-An example might be ensuring a student is included in community activities.
(membership)
-An example might be student that are class helpers in their classroom.
(membership) |
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Term
Put the skills below in the correct order of teaching play skill to children with social skill deficits
Socio-dramatic play
Solitary play
socio-dramatic play with peers |
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Definition
1. Solitary play
2.Socio-dramatic play
3.socio-dramatic play with peers |
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Term
Which of the following are types of childhood trauma? Select all that apply:
Target
Education
Bullying
Sexual abuse
Sex trafficking
Disaster
Simplistic
Grief
Medical
Refugee |
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Definition
Bullying
Sexual abuse
Sex trafficking
Disaster
Grief
Medical
Refugee |
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Term
Match the description with the appropriate executive functioning skills
(impulse control, emotional control, flexible thinking, working memory, self-moitoring, planning and priortizing, task initation, organization)
-Stop and make a positive choice in the moment, hit the pause button, analyze if/then scenarios.
-Regulating emotions, "letting go", emotions "match" the situation.
-Theory of Mind, multiple ways to solve a problem, seeing a situation in more than one way.
-Fluency in word retrieval, being able to act on multiple bits of information simultaneously.
-Being on time, following along with the group, identify personal goals, act in a way to reach goals.
-Breaking down an assignment into sequential task, time management, backward chaining.
-Following directions right away, attacking an assignment independently, starting the test.
-Creating a plan and sticking with it, sequential writing, reading comprehension. |
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Definition
-Stop and make a positive choice in the moment, hit the pause button, analyze if/then scenarios. *(impulse control)*
-Regulating emotions, "letting go", emotions "match" the situation. *(emotional control)*
-Theory of Mind, multiple ways to solve a problem, seeing a situation in more than one way. *(flexible thinking)*
-Fluency in word retrieval, being able to act on multiple bits of information simultaneously. *(working memory)*
-Being on time, following along with the group, identify personal goals, act in a way to reach goals. *(self-monitoring)*
-Breaking down an assignment into sequential task, time management, backward chaining. *(planning and prioritizing)*
-Following directions right away, attacking an assignment independently, starting the test. *(task initiation)*
-Creating a plan and sticking with it, sequential writing, reading comprehension. *(organization)* |
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Term
Match the description with the appropriate executive functioning skill.
(impulse control, emotional control, flexible thinking, working memory, self-moitoring, planning and priortizing, task initation, organization)
-Blurting out answers, physical aggression towards peers, risky behavior, clumsy.
-Overracting, slow to recover from criticism.
-Inflexibility/only one way to do things, inability to take otheers' perspectives, "rock brain".
-Inability to remember directions, inability to retain information, trouble with multi-step activities.
-Prompt dependency, not seeing the "big picture", not tying actions to consequences, short vs. long term rewards.
-Procrastinating, getting "stuck" at a step, late or missing work.
-Freezing/inability to start a task, putting off an unpreferred activity.
-Losing objects/messy desk/lost track of materials, too many details, not enough plot/sequence. |
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Definition
-Blurting out answers, physical aggression towards peers, risky behavior, clumsy. *(impulse control)*
-Overracting, slow to recover from criticism. *(emotional control)*
-Inflexibility/only one way to do things, inability to take otheers' perspectives, "rock brain". *(flexible thinking)*
-Inability to remember directions, inability to retain information, trouble with multi-step activities. *(working memory)*
-Prompt dependency, not seeing the "big picture", not tying actions to consequences, short vs. long term rewards. *(self-monitoring)*
-Procrastinating, getting "stuck" at a step, late or missing work. *(planning and prioritizing)*
-Freezing/inability to start a task, putting off an unpreferred activity. *(task initiation)*
-Losing objects/messy desk/lost track of materials, too many details, not enough plot/sequence. *(organization)* |
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Term
Acting in a way that pairs the teacher as reinforcing is the defintion of:
instructional control
rapport
friendliness |
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Definition
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Term
Which of the following strategies for ensuring you have effective reinforcers for students in their learning ennvironment. Select all that apply:
-Utiltizing stimuli sampling to determine new potential reinforcers.
-Reducing satiation with reinforcement which is where the student has a large amount of exposure to the reinforcers causing a decrease in their effectiveness as reinforcers.
-Utlizing positive practice to ensure the student is getting enough practice trials during skill building
-Utilizing preference assessments to determine potential reinforcers. |
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Definition
-Utiltizing stimuli sampling to determine new potential reinforcers.
--Reducing satiation with reinforcement which is where the student has a large amount of exposure to the reinforcers causing a decrease in their effectiveness as reinforcers.
-Utilizing preference assessments to determine potential reinforcers. |
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Term
Which of the following strategies for ensuring you have effective reinforcers for students in their learning ennvironment. Select all that apply:
-Utiltizing stimuli sampling to determine new potential reinforcers.
-Reducing satiation with reinforcement which is where the student has a large amount of exposure to the reinforcers causing a decrease in their effectiveness as reinforcers.
-Utlizing positive practice to ensure the student is getting enough practice trials during skill building
-Utilizing preference assessments to determine potential reinforcers. |
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Definition
-Utiltizing stimuli sampling to determine new potential reinforcers.
--Reducing satiation with reinforcement which is where the student has a large amount of exposure to the reinforcers causing a decrease in their effectiveness as reinforcers.
-Utilizing preference assessments to determine potential reinforcers. |
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Term
Which of the following are classroom routines to help support executive functioning skills? Select all that apply:
-Limit breaks in the classroom.
-Limit movemenent in the classroom.
-Provide brain breaks during and after instruction.
-Create routines and practice them.
-Incorporate movement during instruction.
-Clearly explain academic & social expectations.
-Change the routine everyday.
-Explicitly teach executive functioning & study skills.
-Incorporate a visual schedle of what to do and how to do it.
-Schedule a weekly organization time.
-Create an end-of-the-day checklist to remember materials.
-Have homework written down in the same spot every day. |
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Definition
-Provide brain breaks during and after instruction.
-Create routines and practice them.
-Incorporate movement during instruction.
-Clearly explain academic & social expectations.
-Explicitly teach executive functioning & study skills.
-Incorporate a visual schedle of what to do and how to do it.
-Schedule a weekly organization time.
-Create an end-of-the-day checklist to remember materials.
-Have homework written down in the same spot every day. |
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Term
Which of the following strategies to help students with executive functioning deficits? Select all that apply:
-Pictures of needed amterials and a list of directions written on the board.
-Incorporate movement during instruction.
-Remove privileges for breaking rules.
-Provide edible reinforcement for staying on task.
-Create routines and practice them. |
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Definition
-Pictures of needed amterials and a list of directions written on the board.
-Incorporate movement during instruction.
-Create routines and practice them. |
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Term
A teacher is selecting some games for her classroom that help in targeting executive functioning skills. She chooses Distraction and Blurt. What skills is she likely to practice.
A. organization, task initation, and self management
B. Impulse control, emotional control, and working memory
C. Planning and prioritizing, good sportsmnanship, and patience |
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Definition
| B. Impulse control, emotional control, and working memory |
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Term
Most-to-leas prompting does which of the following?
A. produce few errors
B. prohibits the use of light touch prompting
C. assesses which prompt level is necessary prior to each session of teaching
D. begins with a light touch prompt |
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Definition
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Term
Seaver & Bourret (2014) evaluated a prompting assessment to facilitate detemining which of the following?
1. How many trials to criterion were necessary for skill building
2. Effective prompt type and prompt fading procedures
3. Effective generalization procedures
4. Effective error reduction procedures |
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Definition
| 2. Effective prompt type and prompt fading procedures |
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Term
An emotional response to a terrible event is the defintion of:
neglect
abuse
sadness
trauma |
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Definition
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Term
| A lack of progress is possibily caused by severe self-injurious behavior all of these resourse medical problems |
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Definition
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Term
Which of the following are ways teachers plan for an inclusive classroom? Select all that apply.
competition
skills
membership
relationships |
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Definition
skills
membership
relationships |
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Term
Put the prompts in correct order for Most-to-least prompting.
Hand over hand
Light touch
Indepdent
Manual guidance |
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Definition
Hand over hand
Manual guidance
Light touch
Indepdent |
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Term
Which of the following are characterisitics of Universal Design for Learning? Select all that apply:
-Create student dependence
-Allowing multiple approaches to the content
-Incorporating different types of materials
-Involves proactive planning for all students
-Reviewing classroom setup
-Allowing multiple formats for assessments
-Inclusive environment |
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Definition
-Allowing multiple approaches to the content
-Incorporating different types of materials
-Involves proactive planning for all students
-Reviewing classroom setup
-Allowing multiple formats for assessments
-Inclusive environment |
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Term
Which of the following aspects of a neurodiversity framework? Select all that apply:
Focuses on the disability
Pushes for inclusion to expand the defintion of noraml
Identifies normal variations of a spectrum
A frame for defining how brains are wired differently |
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Definition
Pushes for inclusion to expand the defintion of noraml
Identifies normal variations of a spectrum
A frame for defining how brains are wired differently |
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Term
In the Ahearn et al. (2007) study, which of the following was included in the RIRD treatment? Select all that apply:
reinforce requesting
estalish attention
ask social questions
redirect the stereotypic behavior |
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Definition
reinforce requesting
estalish attention
ask social questions
Ahearn et al. (2007)
Baseline (pre-treatment)
-No consequences for vocal stereotypy
-Reinforce requesting/app speech
RIRD (treatment)
-Contingent upon stereotypy
• Establish attention (eye contact)
• Ask social questions (hi-p compliance)
• Reinforce requesting/app speech |
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Term
When teaching Samuel to say his name when asked, the therapist says his name for him to repeat, after asking him the question. The therapist is using which type of prompt?
echoic prompt
visual prompt
manual prompt
textual prompt |
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Definition
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Term
In the preschool classroom, all children were served the same amount of snakc at the same time. After snack time was over, the class transitioned outside for free play. One student has been repeatedly asking for an extra snack, and refusing to transition outside if they aren't given more snack. The teacher knows the chold is adopted and has a neglect histroy, and decides to allow them to have a second snack with the aide in the classroom while the rest of the children treansitions outside. In the scenario, the teacher was viewing the student's beahvior through which lens?
Functions of behavior
Cognitive behavioral framework
Functional behavior assessment
Circumstance view of behavior |
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Definition
| Circumstance view of behavior |
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Term
Miss Stachy assigns pairs of students a task in the classroom each week. These include setting up materials, caring for the class pet, and tidying at the end of the day. The students report feeling proud of how their classroom looks. This is an example of lesson planning for which type of inclusion outcome?
membership
friendship
responsibility
skills |
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Definition
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Term
Finkel and Williams (2001) found that echoic prompts resulted in higher acquisition rates of intraverbal behavior?
true
false |
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Definition
false
Finkel and Williams (2001)
-Compared echoic/textual prompts
Results: Textual prompts, rather than echoic, resulted in higher acquisition rates of intraverbal behavior |
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Term
Which of the following are ways to build positive rapport with students? Select all that apply:
-Refrain from sharing personal information.
-Learn about your students hobbies, interests, and aspirations.
-Make jokes.
-Show respect to each student.
-Acknowledge your mistakes.
-Make eye contact.
-Require each student to answer questions. |
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Definition
-Learn about your students hobbies, interests, and aspirations.
-Make jokes.
-Show respect to each student.
-Acknowledge your mistakes.
-Make eye contact. |
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Term
When teaching Verbal Behavior, the therapist provides the learner with a flashcard that has the name of the item along with the image. When the therapist asks what the image is on the card, she also points to the word. What type of prompt is being used?
echoic prompt
gestural prompt
textual prompt
visual prompt |
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Definition
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Term
Whihc of the following are exectuive functioning skills needed for success in a classroom environment. Select all that apply:
determination
emotional control
persistance
working memory
self management
planning and priortizing
task initation |
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Definition
emotional control
working memory
self management
planning and priortizing
task initation |
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Term
Whihc of the following are exectuive functioning skills needed for success in a classroom environment. Select all that apply:
determination
emotional control
persistance
working memory
self management
planning and priortizing
task initation |
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Definition
emotional control
working memory
self management
planning and priortizing
task initation |
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Term
Match the commericially available game to executive skills that are involved in playing that game.
(Pictionary, Blurt, Distractiom, 5-Second Rule, Jenga)
Emotional control, Working memory, Task initiation, Planning and organizing
Impulse control, Emotional control, Working memory, Self monitoring
Impulse control, Emotional control, Working memory
Flexibility, Time management (planning and prioritizing), Impulse control |
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Definition
Emotional control, Working memory, Task initiation, Planning and organizing
*(5-Second Rule)*
Impulse control, Emotional control, Working memory, Self monitoring
*(Distraction)
Impulse control,Emotional control, Working memory
*(Blurt)*
Flexibility, Time management (planning and prioritizing), Impulse control
*(Pictionary)*
Emotional control, Impulse control, Flexible thinking, Planning and prioritizing (*Jenga)* |
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Term
Skyler is in 4th grade and is struggling with staying on task in class. He often blurts out answers without being called on, asks for questions to be repeated, and needs multiple prompts to begin an assignmnet. This has led to decreasing scores, and peers expressing frustration with the frequent disruptions. Which of the following executive functioning skills should be targeted to address this issue?
Emotional control
Organization
Working memory
Impulse control
Task initation |
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Definition
Working memory
Impulse control
Task initation |
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Term
One possible procedure that may be effective when overcoming prompt dependence in a learner is?
Massed practice
Using most-to-least prompting
Differential Reinforcement
Reduce learning opportunties |
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Definition
| Differential Reinforcement |
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Term
If the teacher strategically places student seating based on need and preference, what stratefy are they using?
Circumstances View of Behavior
Learning Theory
Universal Design for Learning
Traditional Education |
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Definition
| Universal Design for Learning |
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Term
Which of the following are outcome variables associated with task analyzed routines of established chains of behavior? Select all that apply:
Effectiveness (is the teaching procedure producing the desired response)
Direct comparison
Independence (is the skills being displayed independently in the absence of prompting in the environment)
Efficiency (are we teaching in the fewest number of learnign trials)
Response generalization |
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Definition
Independence (is the skills being displayed independently in the absence of prompting in the environment)
Effectiveness (is the teaching procedure producing the desired response)
Efficiency (are we teaching in the fewest number of learnign trials) |
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Term
Procedural integrity involves which of the following? Select all that apply:
Staff have adequate training and support to implement the plan
Student is responding to the treatment as intended
Ensuring the target responses and teaching procedures are appropriate
Staff are implementing the treatment as intended |
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Definition
Staff have adequate training and support to implement the plan
Ensuring the target responses and teaching procedures are appropriate
Staff are implementing the treatment as intended |
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Term
Put the prompts in correct order for Least-to-most prompting.
Hand over hand
Light touch
Indepdent
Manual guidance |
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Definition
1. independent
2. light touch
3. manual guidance
4. hand over hand |
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Term
During the course of a week of lessons, the focus of the lessons were on establishing appropriate manding skills. Five minutes per session was dedicated to contriving opportunities for the learner to mand, averaging 3 mands per session. At the end of the week the learner has not yet engaged in any mands unless they were fully prompted. Which of the following is likely the cause for the lack of progress?
Errors in the preference assessment
Absence of procedural intergrity
Inadequate learning opportunties
Wrong schedule of reinforcement implemented |
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Definition
| Inadequate learning opportunties |
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Term
In a least-to-most prompting sequence, ______is first and last is ________?
light touch, hand over hand
hand over hand, independent
independent, hand over hand |
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Definition
| independent, hand over hand |
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Term
Demchek's 1990 review of research concluded which of the following? Select all that apply:
-All prompting procedures were equally effective
-More comparison research is necessary to compare response prompting and prompt fading procedures
-Most-to-least prompting is generally effective and produces few errors establishing behavior
-Sufficient research has been conducted to verify most effective prompting procedures
-No differences between least-to-most and constant time delay prompting were found
-Least-to-most prompting was consistently the most effective |
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Definition
-More comparison research is necessary to compare response prompting and prompt fading procedures
-Most-to-least prompting is generally effective and produces few errors establishing behavior
-No differences between least-to-most and constant time delay prompting were found |
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Term
Determine if the description is a Functional or Structual account of autism.
Identify differences
Provide a means of assessing change
Provide explanatory fictions as causal account
Provide tools for understanding deficits
Provide a means of implementing change
Provides a selectionist account of behavior at three levels |
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Definition
*Structual*
Identify differences
Provide a means of assessing change
Provide explanatory fictions as causal account
*Functional*
Provide tools for understanding deficits
Provide a means of implementing change
Provides a selectionist account of behavior at three levels |
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Term
Using differential reinforcement and more potent reinforcement on independent responses are reinforcement procedures that can help with prompt dependence in a learner.
true
false |
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Definition
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Term
Seaver & Bourret (2014) evaluated an assessment that looked at which of the following prompting strategies? Select all that apply:
Prompt type
Generality test
Prompt fading
Reinforcement fading |
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Definition
Prompt type
Generality test
Prompt fading |
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Term
Gianna enjoyed extracurricular activities such as cheerleading and going out with friends. Recently she has started missing practice and wasn't answering messages or calls from her friends. Her coach tried to ask what was wrong but she said she was fine. When her coach called her parents, they told her that it had just been discovered that she was being cyber bullied. Given the info above, what is the likely age of the student?
toddler
preschool
adolescent
school age |
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Definition
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Term
Dawson & Osterling's (1997) article included which of the following as major deficit areas that should be the target of curriculua? Select all that apply:
Communication skills
Response interruption & redirection (RIRD)
Awareness of the world around them
Imitation skills
Social interaction on the playground
Using video modeling |
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Definition
Communication skills
Awareness of the world around them
Imitation skills
Social interaction on the playground |
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Term
Which of the following describe benefits of using video modeling as a teaching strategy to establish skills? Select all that apply:
More resource efficient than live models
Is less instrusive than other methods
Can be used to teach socio-dramatic play
Can be used to teach play and self-help skills |
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Definition
More resource efficient than live models
Can be used to teach socio-dramatic play
Can be used to teach play and self-help skills |
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Term
Match the descption to the likely age of the trauma victim
(Preschool, school-age, adolescent)
With drawing from family/friends
Fear of being “abnormal” as a result of trauma
Shame/guilt
Fantasies of revenge
Self destructive
Accident prone
Fear for safety of self and others
Preoccupation with own behavior during event
Overwhelmed by sadness
Report feeling guilt or shame
Perseverative retell
Issues with sleeping/eating
Difficulty concentrating on academic tasks
Aggressive/reckless
Physical discomfort with no perceived cause (headache/tummy ache)
General fearfulness/helplessness
Anxiety and refusal to engage in previously enjoyable activities
Disturbances/loss of skills
Repetitive reenactment of the traumatic event in play |
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Definition
*(Adolescent)
With drawing from family/friends
Fear of being “abnormal” as a result of trauma
Shame/guilt
Fantasies of revenge
Self destructive
Accident prone
*(School-aged)*
Fear for safety of self and others
Preoccupation with own behavior during event
Overwhelmed by sadness
Report feeling guilt or shame
Perseverative retell
Issues with sleeping/eating
Difficulty concentrating on academic tasks
Aggressive/reckless
Physical discomfort with no perceived cause (headache/tummy ache)
*(Preschool)*
General fearfulness/helplessness
Anxiety and refusal to engage in previously enjoyable activities
Disturbances/loss of skills
Repetitive reenactment of the traumatic event in play |
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Term
Which of the following are characterisitics of autism?
-impaired responsivitiy to social stimuli
-inability to make eye contact
-predisposition towards sensory learning
-lack of success with sensory learning
-complex neurological disorder
-has genetic origins
-above average motor control |
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Definition
-impaired responsivitiy to social stimuli
-predisposition towards sensory learning
-complex neurological disorder
-has genetic origins |
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Term
Once the students are responding with fluency, the teacher begins to present the tasks in a varied order instead of sequentially. This is an example of which step of firming?
Randomization
Individual turns
Pacing
Verification |
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Definition
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Term
The teacher systematically reduces "think time" as the students get more proficient with the material. This is an example of which step of firming?
individual turns
randomization
pacing
verification |
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Definition
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Term
Choose all of the limitations of write-on response cards (RC):
-Error rates may be lower than with pre-printed RCs
-Lower ASR rate compared to pre-printed RCs
-Variations in student writing can make answers difficult to see
-Limited to responses printed on the cards
-Limited to recognition tasks |
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Definition
-Lower ASR rate compared to pre-printed RCs
-Variations in student writing can make answers difficult to see |
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Term
Which of the following is NOT an advantage of pre-printed response cards?
Provides highest rates of ASRs
Easy for teachers to see
Students learn faster by starting with a large number of cards at first
Students can learn by watching others |
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Definition
| Students learn faster by starting with a large number of cards at first |
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Term
Which of the following are benefits of firming? Select all that apply:
-ensure more accurate answers
-instructional strategy that guarantees actvie student responding
-allows students to learn more easily
-systematic and predictable for both teacher and learners
-creates errorless environemnt
-allows teachers to transition effortlessly between demonstration, modeling, leading, and testing as the needs of the students prescribe |
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Definition
-instructional strategy that guarantees actvie student responding
-systematic and predictable for both teacher and learners
-creates errorless environemnt
-allows teachers to transition effortlessly between demonstration, modeling, leading, and testing as the needs of the students prescribe |
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Term
Which of the following are the steps to choral responding? Select all that apply:
stimulus cue
response cue
pacing of instruction
prompt fading
focus cue
error corrections |
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Definition
response cue
pacing of instruction
focus cue
error corrections |
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Term
Match the recommendation with the appropriate response card:
(Pre-printed RC or Write-on RC)
-Make the cards easy to see, manipulate and display
-Put answers on both sides
-Start with a small set and gradually add more as students improve
-Limit the length of resoinses to two to three words
-If students are worried about spelling consider the "don't worry" procedure, writing key terms on the board, or allowing students to pre-practice
-Allow students draw and doodle on them for a few minutes after a lesson |
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Definition
*(pre-printed RC)*
-Make the cards easy to see, manipulate and display
-Put answers on both sides
-Start with a small set and gradually add more as students improve
*(Write-on RC)
-Limit the length of resoinses to two to three words
-If students are worried about spelling consider the "don't worry" procedure, writing key terms on the board, or allowing students to pre-practice
-Allow students draw and doodle on them for a few minutes after a lesson |
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Term
Which of the following are ways to improve praising skills? Select all that apply:
-be specific with your praise
-make a list of praise statements
-use positive thinking strategies
-practice praising
-count and chart your praise and evaluate your progress over time
-always be on the lookout for student behavior worthy of praise
-remind and reward yourself for praising more often
-implement a punishment procedure for low rates of praise |
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Definition
-be specific with your praise
-make a list of praise statements
-practice praising
-count and chart your praise and evaluate your progress over time
-always be on the lookout for student behavior worthy of praise
-remind and reward yourself for praising more often |
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Term
Stan is trying to increase his rates of praise with his students. He keeps a list of example phrases on his desk so that when a student makes a noteworthy accomplishment he can provide genuine and varied praise. Which strategy is he using?
Practice praising
Make a list of praise statements
Always be on the lookout for student behavior worthy of praise
Count and chart your praise and evaluate your progress over time |
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Definition
| Make a list of praise statements |
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Term
Which of the following are true related to the second teaching mistake as explained by Dr. Heward? Select all that apply.
ASRs should only be used a a few times throughout a session to decrease burnout
Teachers should use ASRs instead of asking, "DO you understand?"
Structured worksheets are one way to increase ASR
Students tend to say they understand material whe they want to avoid aversive consequences |
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Definition
Teachers should use ASRs instead of asking, "DO you understand?"
Structured worksheets are one way to increase ASR
Students tend to say they understand material whe they want to avoid aversive consequences |
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Term
After asking students to identify how many moons that Saturn has, she immediately provides the correct answer. This is which steps of firming?
verification
individual turns
randomization
pacing |
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Definition
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Term
Which of the following show improvement during fast paced instruction? Select all that apply:
error correction
correct responses
compliance
standarized test scores
on-task behavior |
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Definition
correct responses
on-task behavior |
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Term
ASR results in as much learning as being on-task.
true
false |
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Definition
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Term
Which of the following are characteristics of using praise in a classroom? Select all that apply:
Teacher praise and attention is critical for students with learning and behavior problems
teacher praise create praise junkies
skillfully used praise and attention can be a very powerful instructional and classroom management tool available to teachers |
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Definition
Teacher praise and attention is critical for students with learning and behavior problems
skillfully used praise and attention can be a very powerful instructional and classroom management tool available to teachers |
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Term
Match the description or example with the appropriate type of ASR (Active Student Responding)
(choral responding or response card)
-An example is all students repeating a phonetic sound after the teacher models it and signals for the students to respond.
-Is appropriate for curricula content that has only one correct answer, can be answered with a brief response, and is suitable for fast-pacced instruction.
-For this ASR if there is more than a few incorrect responses, the teacher should state the correct answer, give a brief demonstration/illustration, immediately repeat the same question, and return to the question a few trials later.
-Include both pre-printed and write-on methods for students to demonstrate knowledge of content.
-Allow students to learn by watching others.
-Write-on version has a lower rate of ASR and you may see higher error rates than the pre-printed versions. |
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Definition
*(choral responding)*
-An example is all students repeating a phonetic sound after the teacher models it and signals for the students to respond.
-Is appropriate for curricula content that has only one correct answer, can be answered with a brief response, and is suitable for fast-pacced instruction.
-For this ASR if there is more than a few incorrect responses, the teacher should state the correct answer, give a brief demonstration/illustration, immediately repeat the same question, and return to the question a few trials later.
*(response cards)*
-Include both pre-printed and write-on methods for students to demonstrate knowledge of content.
-Allow students to learn by watching others.
-Write-on version has a lower rate of ASR and you may see higher error rates than the pre-printed versions. |
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Term
Match the description with the correct response card (RC)
(pre-printed RC or write-on RC)
Provide the highest rates of ASR
Students can build repertoires with few errors by beginning with two cards and adding more
Easy for the teacher to see
Students can learn by watching others
Students select a card from a personal set of cards that has the answer they want to give
Not useful for question that can have many different answers
Flexibility: Multiple correct answers and creative responses are possible
Require a recall response, rather than simpler recognition-type discrimination
Spelling can be incorporated into the lesson
Students can learn by watching others
Students mark or write their answers to each question or problem on blank cards or boards |
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Definition
*(Pre-printed RC)*
Provide the highest rates of ASR
Students can build repertoires with few errors by beginning with two cards and adding more
Easy for the teacher to see
Students can learn by watching others
Students select a card from a personal set of cards that has the answer they want to give
Not useful for question that can have many different answers
*(Write-in RC)*
Flexibility: Multiple correct answers and creative responses are possible
Require a recall response, rather than simpler recognition-type discrimination
Spelling can be incorporated into the lesson
Students can learn by watching others
Students mark or write their answers to each question or problem on blank cards or boards |
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Term
Which of the following is not true related to the first teaching mistake according to Dr. Heward?
Students are "on-task" jsut for appearing to attend
Students that are "on-task" are always learning
Many lessons have few lesson-related responses
Active students learn more than passive students |
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Definition
| Students that are "on-task" are always learning |
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Term
What are some methods for increasing ASR during group isntruction? Select all that apply:
-choral responding
-response cards
-guided notes
-structure worksheets
-gives students an A if they are not being disruptive durng class
-fluency-building activities
-assume students are learnign when they are paying attention
-class-wide peer tutoring |
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Definition
-choral responding
-response cards
-guided notes
-structure worksheets
-fluency-building activities
--class-wide peer tutoring |
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Term
Which of the following are guidelines for implementing choral responding in the classroom. Select all that apply:
-Go at the pace of the students
-Provide clear directions
-Provide a “thinking pause” if needed
-Give a clear signal for students to respond
-Provide feedback for the “majority” response
-Randomly call on individual students to respond
-Provide feedback for individual responses
-Maintain a lively pace |
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Definition
-Provide clear directions
-Provide a “thinking pause” if needed
-Give a clear signal for students to respond
-Provide feedback for the “majority” response
-Randomly call on individual students to respond
-Maintain a lively pace |
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Term
Which of the following is not a suggestion for use of RC in the classroom provided by Dr. Heward? Select all that apply:
-Provide a clear and consistent cue
-If a question results in too many errors, keep repeating until correct
-Provide many different learning trials
-Don't let students think that looking at other students' card is cheating
-Maintain a slower pace to ensure students can understand |
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Definition
-If a question results in too many errors, keep repeating until correct
-Maintain a slower pace to ensure students can understand |
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Term
WHich of the following are suggestions for using response cards during instruction? select all that apply:
-Maintain a lively pace during lesson
-Model several learning trials
-provide students with practice using them
-Provide a clear and consistent cue for students to hold up and put down their cards
-Allow students to learn from others by looking at their response cards
-Make sure the students use blinders aroudn their cue cards to prevent others from looking at them
-Introduce them on the first trial of the skill you are trying to each
-repeat questions/problems that has many errors |
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Definition
-Maintain a lively pace during lesson
-Model several learning trials
-provide students with practice using them
-Provide a clear and consistent cue for students to hold up and put down their cards
-Allow students to learn from others by looking at their response cards
-repeat questions/problems that has many errors |
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Term
How can teachers avoid letting students be right for the wrong reasons? Select all that apply:
-Ensure the instructional materials you assign require students to attend to critical stimuli and to use the target skill
-Observe students as they work
-Use the blackout technique which involves blocking students' access to the critical portions of instructional material to assess the stimulus control properties of the content
-Ensure the materials indicate the correct answers without the critical material to ensure student success |
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Definition
-Ensure the instructional materials you assign require students to attend to critical stimuli and to use the target skill
-Observe students as they work
-Use the blackout technique which involves blocking students' access to the critical portions of instructional material to assess the stimulus control properties of the content |
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Term
While presenting questions, the teacher sometimes asks the whole grup and sometimes asks a specific student. This is an example of which step of firming
pacing
randomization
verification
individual turns |
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Definition
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Term
Which of the following is not a suggestions made by Dr. Heward for ensuring the students are not concerned about spelling when using write-on cards? Select all that apply:
Writing down key words on the board
Allowing students to doodle on the cards beforehand
"Don't worry" procedure
Pre-practice |
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Definition
| Allowing students to doodle on the cards beforehand |
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Term
If a student is learning to label the names of European countries, which of the following skills would be relevant to target?
Drawing a national flag when shown a flashcard of a country
Receptively indentifying the European country shown on a globe
Circling the European country shown on a worksheet
Naming the European country shown on a worksheet |
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Definition
| Naming the European country shown on a worksheet |
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Term
Error correction should be embedded throughout each step of firming. If an error occurs, the teacher will do which of the following?
Lead with a choral response, model the correct answer, test by asking the question again
Test by asking the question again, lead with choral response, and model the correct answer
Model the correct answer lead with choral response, and test by asking the question again
Provide a firm "No", practice it five times with students, and then test |
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Definition
| Model the correct answer lead with choral response, and test by asking the question again |
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Term
Which of the following are ways to increase instructional pace? Select all that apply:
-Prepare and practice beforehand
-Develop a system of cues to mark your place during the lesson, provide needed details, indicate the next step, etc.
-Review material from previous lesson
-Limit transition times during the lesson
-Use short intertrial intervals
-Correct students’ errors directly and efficiently
-Allow longer time for responses |
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Definition
-Prepare and practice beforehand
-Develop a system of cues to mark your place during the lesson, provide needed details, indicate the next step, etc.
-Limit transition times during the lesson
-Use short intertrial intervals
-Correct students’ errors directly and efficiently |
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Term
Which of the following is NOT a cause of slow-paced instruction:
Lack of external reinforcement
Time-consuming error correction
Insufficient preparation |
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Definition
| Lack of external reinforcement |
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Term
The White (1975) study found that: (select all that apply)
Rates of teacher praise increased with each grade level
In every grade before 2nd, rate of teacher disapproval exceeded the rate of teacher approval
Rates of teacher praise decreased with each grade level. Secondary teachers praised students at extremely low rates
In every grade after second, the rate of teacher disapproval exceeded the rate of teacher verbal approval |
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Definition
Rates of teacher praise decreased with each grade level. Secondary teachers praised students at extremely low rates
In every grade after second, the rate of teacher disapproval exceeded the rate of teacher verbal approval |
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Term
In this technique a teacher might show the students a picture of a story they just read and ask them some comprehension questions. The students would not be able to reference the text to answer the questions. This would help the teacher determine if the students are attending to the correct stimuli when they describe key points and facts from the stroy that would not be appropriately detailed in the picture alone.
Critical stimuli test
Hideen stimulus technique
Comprehension drill technique
Blackout technique |
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Definition
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Term
Match the description or example with the appropriate type of ASR.
(structure worksheet or guided notes)
Very effective during the acquisition stage of learning.
Consist of a series of problems/items or a sequence of steps that each student completes during teacher-led group instruction.
Pairs well with choral responding and response cards to give students additonal ASR.
Recommendations including allowing students respond to single items with feedback and self-correction before they attempt a series of items or problems.
Recommendations include providing completed problems/models for students to refer to while responding and to build multi-step skills in chain-like fashion where students master the first step before moving on to the next step.
This is the best practice note-taking strategy that lead students through a lecture, presentation, or demonstration with background info and visual cues that indicate where to write key facts, points, and relationships.
Recommendations include not having the students write too much, fading out the tool to encourage students to display the response indepdently, and build follow-up activities and contingencies that encourage students to complete and study using the tool.
The use of this tool leads to higher score on quizzes and tests over students that don't use it or use their own. |
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Definition
*(structured worksheets)*
Very effective during the acquisition stage of learning.
Consist of a series of problems/items or a sequence of steps that each student completes during teacher-led group instruction.
Pairs well with choral responding and response cards to give students additonal ASR.
Recommendations including allowing students respond to single items with feedback and self-correction before they attempt a series of items or problems.
Recommendations include providing completed problems/models for students to refer to while responding and to build multi-step skills in chain-like fashion where students master the first step before moving on to the next step.
*(Guided notes)*
This is the best practice note-taking strategy that lead students through a lecture, presentation, or demonstration with background info and visual cues that indicate where to write key facts, points, and relationships.
Recommendations include not having the students write too much, fading out the tool to encourage students to display the response indepdently, and build follow-up activities and contingencies that encourage students to complete and study using the tool.
The use of this tool leads to higher score on quizzes and tests over students that don't use it or use their own. |
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Term
Which of the following are criteria that must be met for choral responding?
Includes a fluency-building component
Provided as a part of class-wide tutoring
Only one corrrect answer
Can be answered with brief response
Must be known
Suitable for fast-paced instruction |
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Definition
Only one corrrect answer
Can be answered with brief response
Suitable for fast-paced instruction |
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Term
What are the benefits of using ASR during instruction? Select all that apply:
Guides instructional changes during the lesson
Keeps the students busy so the teacher can attend to students that need more help
Provides immediate, ongoing feedback on students' learning |
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Definition
Guides instructional changes during the lesson
Provides immediate, ongoing feedback on students' learning |
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Term
Which of the following are guidelines for using structured worksheets
-Build multi-step skills through chains
-Include completed items/models for reference
-Start with a series of items first
-Immediately remove prompts after one trial |
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Definition
-Build multi-step skills through chains
-Include completed items/models for reference |
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Term
Match the description with the correct step to firming:
(Verification, Pacing, Randomization, Individual turns)
-Allow thinking time between the teacher’s question, and the student’s demonstration of the response. Once the students respond, teacher verifies. Teacher presents tasks in sequential order.
-Teacher drops the verification (repeating of the correct response) and continues to speed up the presentation of tasks Systematically reduces “think time” until it is no longer necessary for accurate student responding. Teacher continues to present the tasks in sequential order.
-Teacher continues to present the tasks, but randomizes the order in an unpredictable way. Teacher uses thinking time as needed if errors start to emerge. Continues until lively.
-Teacher randomly and unpredictably calls on an individual student or the group as a whole. Adjust thinking time accordingly. Allows teacher to provide
individualized error corrections as needed. |
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Definition
*(verification)*
-Allow thinking time between the teacher’s question, and the student’s demonstration of the response. Once the students respond, teacher verifies. Teacher presents tasks in sequential order.
*(Pacing)*
-Teacher drops the verification (repeating of the correct response) and continues to speed up the presentation of tasks Systematically reduces “think time” until it is no longer necessary for accurate student responding. Teacher continues to present the tasks in sequential order.
*(Randomization)*
-Teacher continues to present the tasks, but randomizes the order in an unpredictable way. Teacher uses thinking time as needed if errors start to emerge. Continues until lively.
*(Individual turns)*
-Teacher randomly and unpredictably calls on an individual student or the group as a whole. Adjust thinking time accordingly. Allows teacher to provide
individualized error corrections as needed. |
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Term
According to Heward, what are some of the reasons students answer, "Yes" to a teacher asking, "Do you understand?". Select all that apply:
Teachers smile when students say, “Yes”
They don’t want to look bad. Their peers all seem to understand
To avoid aversive consequences (e.g., disappointed looks from the teacher, recommendations to “pay better attention,” re-teaching)
Students may be trying to avoid learning |
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Definition
Teachers smile when students say, “Yes”
They don’t want to look bad. Their peers all seem to understand
To avoid aversive consequences (e.g., disappointed looks from the teacher, recommendations to “pay better attention,” re-teaching) |
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Term
What does Dr. Heward recommend instead of asking if students understand the content?
-Incorporating outside tutoring session
-Incorporating more free time for students to learn independently
-Incorporating ASR
-Incorporating more reading material on the content the students are learning |
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Definition
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Term
Determine whether the description demonstrates ASR or on-task behavior:
Looking at the teacher; looking at a book
Looking at a worksheet; watching a video
Turning pages; watching a peer respond
Looking at the teacher; looking at a book
Looking at a worksheet; watching a video
Turning pages; watching a peer respond
Writing down the answers to match problems
Reading aloud a paragraph from the assigned book
Acting out a part in the school play |
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Definition
*(On-task)*
Looking at the teacher; looking at a book
Looking at a worksheet; watching a video
Turning pages; watching a peer respond
Looking at the teacher; looking at a book
Looking at a worksheet; watching a video
Turning pages; watching a peer respond
*(ASR)*
Writing down the answers to match problems
Reading aloud a paragraph from the assigned book
Acting out a part in the school play |
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Term
According to Dr. Heward, which of the following are considered characteristics of a teaching mistake? Select all that apply:
-An action/inaction committed by a teacher that contribute to poor learning outcomes
-An action that occurs frequently with students only at lower skill levels
-An inaction that occurs with students during early invention
-An action/inaction committed by a teacher for any student at any age or skill level
-An action/inaction committed by a teacher for any student at any grade level |
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Definition
-An action/inaction committed by a teacher that contribute to poor learning outcomes
-An action/inaction committed by a teacher for any student at any age or skill level
-An action/inaction committed by a teacher for any student at any grade level |
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Term
Demonstrate, model, prompt, and lead test were components of which instructional model?
Kohn's Classroom Model
White's Instructional Model
Skinner's Teacher Model
Gilbert's Mathetics Models |
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Definition
| Gilbert's Mathetics Models |
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Term
Reason for low rates of teacher prasie include, Select all that apply:
Teachers worry that students will expect to be praised and students should learn for "intrinsic" reasons
Praising takes too much time away from teaching
It's not natural to praise; students will think its not genuine
Disapproval statements are more efficient learning tools
Teachers are not motivated to help students succeed
Teachers worry that students will expect to be praised and students should learn for "intrinsic" reasons
Praising takes too much time away from teaching
It's not natural to praise; students will think its not genuine
Today’s teachers hear frequently that it’s wrong, even harmful, to praise their students’ accomplishments |
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Definition
Teachers worry that students will expect to be praised and students should learn for "intrinsic" reasons
Praising takes too much time away from teaching
It's not natural to praise; students will think its not genuine
Teachers worry that students will expect to be praised and students should learn for "intrinsic" reasons
Praising takes too much time away from teaching
It's not natural to praise; students will think its not genuine
Today’s teachers hear frequently that it’s wrong, even harmful, to praise their students’ accomplishments |
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Term
Which of the following is true about the use of guided notes? Select all that apply:
Visual cues should not be used in conjuction with guided notes
Using guided notes helps students to understand if they are "getting it"
Guided notes help teach students how to take good notes
Guided notes can allow teachers to stay on-tasl during lessons
Teachers are not required to fully plan a lesson |
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Definition
Using guided notes helps students to understand if they are "getting it"
Guided notes help teach students how to take good notes
Guided notes can allow teachers to stay on-tasl during lessons |
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Term
Which of the following describes the fourth teaching mistake
Practicing rote responding before each test
Practicing a different skill when students are not engaged
Practicing the same skill that students must demonstrate in the future
Practicing a different skill than students must demonstrate in the future |
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Definition
| Practicing a different skill than students must demonstrate in the future |
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Term
Which of the following are strategies to ensure students receive lots of ASR on the target skill? Select all that apply:
Ensure instructional activities provide ASR relevant to lesson objectives
Use direct, repeated, and drill practice
Add variety to lessons that do not involve repeated practice to avoid fatigue |
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Definition
Ensure instructional activities provide ASR relevant to lesson objectives
Use direct, repeated, and drill practice |
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Term
Alfie Kohn thought that teachers should not provide prasie because praise dos which of the following?
Teaches children to be self sufficient
Manipulates children
Increase interest in learning
Creates praise junkies
Provides more opportunities for growth
Steals a child’s pleasure
Causes child to lose interest
Reduces achievement |
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Definition
1. Manipulates children
2. Creates praise junkies
3. Steals a child’s pleasure
4. Causes child to lose interest
5. Reduces achievement |
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Term
Indentify the steps of firming and put them in order:
Choral Responding
Pacing
Content Mastery
Randomization
Individual Turns
Verification |
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Definition
1. Verification
2. Pacing
3. Randomization
4. Individual Turns |
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Term
Which of the following would be an example of macro-level assessment?
IEP goals and objectives
Daily 60-second timings
Curriculum-based assessment
Woodcock Johnson IV |
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Definition
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Term
Where is the focus in an RTI intervention?
Teaching metholodologies/curriculum
The problem behavior
The teacher
The student |
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Definition
| Teaching metholodologies/curriculum |
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Term
Which of the following are correct about RTI and MTSS? Select all that apply:
They are both frameworks/models that guide educational policy
RTI stands for Response/Responsiveness to intervention
They both provide reactive and sequential intervention to support students
MTSS stands for multi-tiered systems of support |
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Definition
They are both frameworks/models that guide educational policy
RTI stands for Response/Responsiveness to intervention
MTSS stands for multi-tiered systems of support |
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Term
How are decisions made in an RTI system?
All decisions should be data-driven in a quality RTI system
Based on the IEP goals
Based on the decisions of the teacher
All decisions are made by the student's parents |
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Definition
| All decisions should be data-driven in a quality RTI system |
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Term
Likelihood can be measured objectively by looking at how frequently a student engages in a correct response.
true
false |
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Definition
|
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Term
Collaboration with an Occupational therapist should be a last resort
true
false |
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Definition
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Term
Match the description with the correct component of quality multi-tiered systems of support (MTSS):
(professional development, leader, empowering culture)
-Train data-based decision-making
-Teach empirical validation of educational approaches
-Teach staff to identify quality methodologies
-Focuses on change management
-Maintains a vision of sustainable systems and collaborative goals assigned to it
-Makes sure the RTI framework focuses on the diversity, equality, and inclusion of all students
-Incorporates a collaborative problem-solving model throughout the student's life and community
-Transfers the levels of support outside of the walls of the classroom
-Empowers the family, student, and community |
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Definition
*(professional development)*
-Train data-based decision-making
-Teach empirical validation of educational approaches
-Teach staff to identify quality methodologies
*(leadership)*
-Focuses on change management
-Maintains a vision of sustainable systems and collaborative goals assigned to it
-Makes sure the RTI framework focuses on the diversity, equality, and inclusion of all students
*(empowering culture)*
-Incorporates a collaborative problem-solving model throughout the student's life and community
-Transfers the levels of support outside of the walls of the classroom
-Empowers the family, student, and community |
|
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Term
Which of the following are not areas of focus for MTSS and RTI?
Teaching methodologies
Classroom environment
The student
Curricular choices |
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Definition
|
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Term
"Repertoires", "chains", and "wholes" are terms that typically describe which type of skills?
components
instructional delievery
tools
composites |
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Definition
|
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Term
Regarding quality MTSS, if focusing on professional development which of the following would be included? Select all that apply:
inclusion
data-based decision making
teaching methodologies
sustainability |
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Definition
data-based decision making
teaching methodologies |
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Term
According to Fabrizio, Moors, and Pahl, which of the following are Big 6 skills? Select all that apply:
touch
point
wave
reach
shake
squeeze
pinch
turn
poke |
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Definition
point
reach
shake
squeeze
pinch
turn |
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Term
Which of the following are components of a quality RTI system? Select all that apply:
Intervention programs
Data-based decision-making
Universal curriculum
Progress monitoring
Core curriculum
Universal screening
Standarized testing |
|
Definition
Intervention programs
Data-based decision-making
Progress monitoring
Core curriculum
Universal screening |
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Term
Which of the following are tool skills needed for making a phone call? Select all that apply:
Identifying the appropriate verbal greeting
Visual scanning
Pointing to numbers
Number identification |
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Definition
Visual scanning
Pointing to numbers
Number identification |
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Term
Determine whether the terms describes a tool, component, or composite skill:
-Minimal responses
-Targets prerequistes or basic skills
-Foundation skills that allow branching into multitudes of component skills
-Examples include Big 6 motor movements, sequnecing and fractions
-Described as parts, elements, links, building blocks
-Depends on one or more tool skills for success
-Different combinations of basic/foundational skills
-Rote counting and reading comprehension are examples
-Making dinner, cleaning the kitchen, and reading a novel are examples
-Considered big picture skills
-These types of skills are most noticeable to others
-Most academic content introduces these skills |
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Definition
*(Tools)*
-Minimal responses
-Targets prerequistes or basic skills
-Foundation skills that allow branching into multitudes of component skills
-Examples include Big 6 motor movements, sequnecing and fractions
*(components)*
-Described as parts, elements, links, building blocks
-Depends on one or more tool skills for success
-Different combinations of basic/foundational skills
-Rote counting and reading comprehension are examples
*(composites)*
-Making dinner, cleaning the kitchen, and reading a novel are examples
-Considered big picture skills
-These types of skills are most noticeable to others
-Most academic content introduces these skills |
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Term
According to research, speed and accuracy of composite skills can be increased through:
decreased use of the Big 6 skills
Increasing the number of skills beign targeted
rote practice of any missing skills
increased fluency with component motor skills |
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Definition
| increased fluency with component motor skills |
|
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Term
Which of the following are characteristics of component/composite analysis for the purpose of intervention?
❑ Error analysis
❑ No control over pace of instruction
❑ Completely individualized instruction
❑ Best to use pre-existing progress data for analysis
❑ Typically used when student is engaged in general education curricular sequence |
|
Definition
❑ Error analysis
❑ No control over pace of instruction
for analysis
❑ Best to use pre-existing progress data for analysis
❑ Typically used when student is engaged in general education curricular sequence |
|
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Term
Which of the following are reasons for teaching students to point fluently? Select all that apply:
It is an important instructional response
It helps with the tripod grasp
It helps with putting on clothing
Allows students to indicate their wants and needs
Adds to the richness of what is spoken
It helps with tool skills |
|
Definition
It is an important instructional response
Allows students to indicate their wants and needs
Adds to the richness of what is spoken |
|
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Term
Micro-level assessment would be best for which of the following:
Whole groups of skills
Skill clusters across time
Individual behaviors
Ongoing assessment of individual skills |
|
Definition
| Ongoing assessment of individual skills |
|
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Term
Match the description with the correct RTI tier:
-Evidence-based programs for all students
-Differentiaed instruction
-Universal screen and progress monitoring
-Smaller groups
-Increase in instructional interventions
-More frequented and targeted progress monitoring
-Individualized instruction
-Very intensive instruction
-Very intensive progress monitoring |
|
Definition
*(tier 1)*
-Evidence-based programs for all students
-Differentiaed instruction
-Universal screen and progress monitoring
*(tier 2)*
-Smaller groups
-Increase in instructional interventions
-More frequented and targeted progress monitoring
*(tier 3)*
-Individualized instruction
-Very intensive instruction
-Very intensive progress monitoring |
|
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Term
What are the goals of RTI? Select all that apply
-Taking a Strength-based Perspective
-Supportive of students, teachers, parents/communities
-Ensure sequential implementation of programs as students deficits are identified
-Focus on proactive and preventative strategies
-Put all systems in play simultaneously
-Implement reactive strategies once a student identifies as failing
-Create a cohesive system with transformative goals for students
-Make data-based decisions |
|
Definition
-Taking a Strength-based Perspective
-Supportive of students, teachers, parents/communities
-Make data-based decisions
-Focus on proactive and preventative strategies
-Put all systems in play simultaneously
-Create a cohesive system with transformative goals for students |
|
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Term
What is the best way to describe students in an RTI/MTSS environment?
Haley receives tier 2 supports in math and science
Mrs. Boyd instructs her tier 3 students in small group instruction
Phillip was a tier 3 student last year but has graduated to a tier 1 this year
Tier 1 students spend more time in the general education environment |
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Definition
| Haley receives tier 2 supports in math and science |
|
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Term
Put the correct steps of beginning a component/composite analysis by design in the correct order
Develop a scope and sequence of components
Develope a scope and sequence of composites
Build to desire composites
Build to desire components |
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Definition
1.Develop a scope and sequence of components
2.Build to desire composites |
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Term
Put the correct steps of beginning a component/composite analysis by design in the correct order
Develop a scope and sequence of components
Develope a scope and sequence of composites
Build to desire composites
Build to desire components |
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Definition
Step 1.Develop a scope and sequence of components
Step 2.Build to desire composites |
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Term
Increase frequency of progress monitoring would most likely occur in which tier of an RTI system
Tier 2
Tier 1
Tier 3 |
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Definition
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Term
What is the defintion of true mastery?
Correct responses
Overall correct but a few errors
Fluency= Accuracy + Speed
Slow and consistent performance |
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Definition
| Fluency= Accuracy + Speed |
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Term
A teacher that is evaluating the learning environment might look at the curriculum teaching methodologies, and the design of the classroom
true
false |
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Definition
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Term
Which of the following are true component skills? Select all that apply:
They include minimal responses
Combination of basic skills
Depends on one ore more tool skills for success
Example includ the "Big 6" motor movements |
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Definition
Combination of basic skills
Depends on one ore more tool skills for success |
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Term
How are RTI interventions strength-based?
Encouraing positive mindsets
The focus is on reactive approaches to prevent future problem behavior
By including curriculum-based measurement
The focus is on achieving goals and including multiple levels of support |
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Definition
| The focus is on achieving goals and including multiple levels of support |
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Term
Which level of assessment focuses on skill clusters across time?
macro
meta
micro |
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Definition
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Term
Which of the following skills are a tool skill in solving an addition mathematical problem?
Writing the correct digists
Identifying the plus sign in the problem
Rote counting
Identifying the place value of the numbers in the problem |
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Definition
| Identifying the plus sign in the problem |
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Term
Which of the following are examples of tool skills?
Combines sounds, flip cards, make tallies
Reading aloud, using flashcards, writing your name
Big 6 motor movements, reading, sequencing |
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Definition
| Big 6 motor movements, reading, sequencing |
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Term
The testing-teaching overlap encourages which of the follow? Select all that apply:
Placement of students in special-needs classroom
Identifying students for medical evaluation
Alignment of research-validated materials
Frequent progress monitoring
Teaching to the test |
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Definition
Alignment of research-validated materials
Frequent progress monitoring |
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Term
The Twarek et al. (2010) study focused on increasing flunecy of component skills and found which one of the following to be true? Select all that apply:
❑ Each participant increased the number of composite skill steps performed independently
❑ Fluency of tool skills increased
❑ Flunecy increased in the related composite skills
❑ Fluency decreased in the related composite skills
❑ Fluencyin daily living skills stayed the same |
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Definition
❑ Each participant increased the number of composite skill steps performed independently
❑ Flunecy increased in the related composite skills |
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Term
Which of the following is not a component of quality MTSS?
Academic
Professional Development
Leadership
Culutre |
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Definition
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Term
Task analyses are designed for chaining a sequence of responses together are typically a chain for composite skills.
true
false |
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Definition
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Term
Universal screening and progress monitoring are included in which tier of an RTI system?
tier 1
tier 2
tier 3 |
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Definition
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Term
Which of the following are reasos for teaching students to reach fluently? Select all that apply:
-It helps with many academic tasks
-It helps with putting on clothing
-It helps with communication needs
-It helps with many academic tasks
-Its helps with skills that involve crossing the midline
-It helps with crossing the midline
-It helps with Gross motor upper arm development
-It helps with Hand-eye coordination |
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Definition
-It helps with Hand-eye coordination
-It helps with putting on clothing
-It helps with Gross motor upper arm development
-Its helps with skills that involve crossing the midline |
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Term
Which of the following are reasons that a component/composite analysis is important? Select all that apply:
-It reduces the need for evaluating scope and sequence of component skills
-It ensure that students know the right answer
-It ensures that the instructor has control over the sequence of instruction
-It ensures that tool skills are taught
-It ensures that component skills are taught |
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Definition
-It ensures that the instructor has control over the sequence of instruction
-It ensures that tool skills are taught
-It ensures that component skills are taught |
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Term
Which indicates whether a skills is fluent or not?
Meeting mastery criteria
Slow and consistent performance
The frequency of responding
Answering correctly with minumum hesitation |
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Definition
| Answering correctly with minumum hesitation |
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Term
Match the idea or concept with the person/people that is/are closely associated with developing and promoting it.
(B.F. Skinner, Odgen Lindsley, Eric Haughton and Carl Binder)
▪ Rate as a metric of behavior and ensuring learners are active in the response
▪ Standard celeration chart
▪ Fluency concept |
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Definition
(B.F. Skinner)
▪ Rate as a metric of behavior and ensuring learners are active in the response
(Ogden Lindsley)
▪ Standard celeration chart
❑ Eric Haughton/Carl Binder
▪ Fluency concept |
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Term
For the skill of "writing a research paper", which of the following would be included as a component skill?
Pulling up the database
Big 6 motor movement
Writing the reference page
Reading |
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Definition
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Term
How does RTI help students?
-It helps to ensure students are provided the support needed to be successful
-Identifies students for special needs classrooms
-Requires teachers to provide extra instructional time
-It helps ensure all students receive an equal amount fo support |
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Definition
| -It helps to ensure students are provided the support needed to be successful |
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Term
MTSS and RTI look at what variable when a student is under performing?
The student's attitude
The problem behavior
The environment and teaching curriculum
The material for the next test |
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Definition
| The environment and teaching curriculum |
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Term
The Eastridge and Mazzoni (2005) study found that building fluency with gross motor skills for people with brain injuries did not increase functional use of impaired hands.
true
false |
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Definition
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Term
Determine whether the description is describing component/composite analysis by design or by intervention:
-Start with the scope and sequence of components to build desired composite
-Most successful if the instructor has complete control over the sequence of instruction
-Most successful in 1:1 teaching opportunties
-Used primarily in group instruction when a student is engaged in general education curricular sequence where the teacher doesn't have much control over the pace of instruction
-Incorporate error analysis
-It is best used pre-exisitng progress data for analysis |
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Definition
*(component/composite analysis by DESIGN)*
-Start with the scope and sequence of components to build desired composite
-Most successful if the instructor has complete control over the sequence of instruction
-Most successful in 1:1 teaching opportunties
*(component/composite analysis by INTERVENTION)*
-Used primarily in group instruction when a student is engaged in general education curricular sequence where the teacher doesn't have much control over the pace of instruction
-Incorporate error analysis
-It is best used pre-exisitng progress data for analysis |
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Term
Which of the following are charaterisitcs of RTI? Select all that apply:
-Asks the question of whether the student is responding to the instruction
-Stands for Response or Responsiveness to intervention
-Puts focus on the teaching methodologies and curriculum in place
-Focuses solely on the student's deficits
-Helps identify whether students are behind from poor instructional experience and those in need of special education (Jenkins et al., 2007)
-Mirrors a public health model by taking a triage trial approach in the classroom to assess students' needs |
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Definition
-Asks the question of whether the student is responding to the instruction
-Stands for Response or Responsiveness to intervention
-Puts focus on the teaching methodologies and curriculum in place
-Helps identify whether students are behind from poor instructional experience and those in need of special education (Jenkins et al., 2007)
-Mirrors a public health model by taking a triage trial approach in the classroom to assess students' needs |
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Term
Match the description with the correct level of assessment:
(Macro, Meta, or Micro)
-Assessment of whole groups of skill cluster
-Woodcock-Johnson IV is this type of assessment
-Composite skills amtch this level of assessment
-Assessment of skills clusters across time
-Curriculum-based measurement is this type of assessment
-DIEBELS is this type of assessment
-Component skills match this level of assessment
-Ongoing assessment of individual skills
-IEP and daily charted data are examples of this type of assessment
-Reading prose or identifying sight words are examples of this level of assessment
-Tool skills match this level of assessment |
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Definition
*(Macro)*
-Assessment of whole groups of skill cluster
-Woodcock-Johnson IV is this type of assessment
-Composite skills amtch this level of assessment
*(Meta)*
-Assessment of skills clusters across time
-Curriculum-based measurement is this type of assessment
-DIEBELS is this type of assessment
-Component skills match this level of assessment
*(Micro)*
-Ongoing assessment of individual skills
-IEP and daily charted data are examples of this type of assessment
-Reading prose or identifying sight words are examples of this level of assessment
-Tool skills match this level of assessment |
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Term
Which of the following are reasons for teaching students to pinch fluently? Select all that apply:
-It helps with Buttoning and unbuttoning clothing
-It helps with many daily living tasks
-It helps with communication of needs
-It helps with crossing midline
-It helps with academic tasks
-It is a beginner skill for tripod grasp for writing utensils
-It involves having the student use a pincher grasp which is simultaneously using the thumb and forefinger |
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Definition
-It helps with Buttoning and unbuttoning clothing
-It helps with many daily living tasks
-It is a beginner skill for tripod grasp for writing utensils
-It involves having the student use a pincher grasp which is simultaneously using the thumb and forefinger |
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Term
How can BCBA's support the MTSS process? Select all that apply:
-Set up school-wide training in behavior analysis principles
-Learn the audience and the environment
-Supprot students in all tiers of intervention
-Collaborate with the team
-Place every student on a behavior intervention plan |
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Definition
-Learn the audience and the environment
-Supprot students in all tiers of intervention
-Collaborate with the team |
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Term
Which of the following are characterisitics of the history of The Big 6? Select all that apply:
-Once the child achieved fluent level of behavior, components were linked to create a more complex chain of behavior
-Each of the components was initially taught in isolation
-Not all of the Big 6 were required to achieve independence of other behaviors
-Mastering the Big 6 components to a specific level of performance led to more behavior such as holding and using a spoon to feed themselves |
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Definition
-Once the child achieved fluent level of behavior, components were linked to create a more complex chain of behavior
-Each of the components was initially taught in isolation
-Mastering the Big 6 components to a specific level of performance led to more behavior such as holding and using a spoon to feed themselves |
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