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| American act stating pedagogical practices must produce measurable effects on learning |
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| Integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction |
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Term
| The integration of _____________ with the best available empirical evidence in making decisions about how to deliver instruction |
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Definition
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Term
| The integration of professional wisdom with the best available _____________ in making decisions about how to deliver instruction |
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Definition
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Term
| The integration of professional wisdom with the best available empirical evidence in making decisions about how to _____________ |
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Definition
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Term
| American act stating _____________ must produce measurable effects on learning |
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Definition
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| American act stating pedagogical practices must produce _____________ on learning |
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| Instruction that enables students to demonstrate, maintain, and generalize competency on pre-specified learning outcomes faster than they would on their own or with less effective instruction |
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Effective Instruction
Instruction that enables students to _____________ competency on pre-specified learning outcomes |
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Definition
| Demonstrate, maintain, and generalize |
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Effective Instruction
_____________ than learning on their own or with less effective instruction |
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Effective Instruction Steps
_____________
_____________
Evoke the behavior
Program for complex behavior
Sequence responses
Stretch the ratio |
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Definition
Define terminal objectives
Arrange contingencies of reinforcement |
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Effective Instruction Steps
Define terminal objectives
Arrange contingencies of reinforcement
_____________
_____________
Sequence responses
Stretch the ratio |
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Definition
Evoke the behavior
Program for complex behavior |
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Effective Instruction Steps
Define terminal objectives
Arrange contingencies of reinforcement
Evoke the behavior
Program for complex behavior
_____________
_____________ |
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Definition
Sequence responses
Stretch the ratio |
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Term
Define terminal objectives
Arrange contingencies of reinforcement
Evoke the behavior
Program for complex behavior
Sequence responses
Stretch the ratio |
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Definition
| Effective Instruction Steps |
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Effective Instruction Outcomes
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Maintenance
Generalization
Working Independently |
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Effective Instruction Outcomes
Fluency
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Generalization
Working Independently |
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Effective Instruction Outcomes
Fluency
Maintenance
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Working Independently |
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Definition
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Effective Instruction Outcomes
Fluency
Maintenance
Generalization
_____________ |
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Definition
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Fluency
Maintenance
Generalization
Working Independently |
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| Effective Instruction Outcomes |
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Term
Effective Instruction Principles
_____________
_____________
_____________
Immediate feedback
Self-pacing
Mastery progression
Reinforcement
Direct assessment
Data-based decisions |
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Definition
Behavioral objectives
Modeling
Active responding |
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Effective Instruction Principles
Behavioral objectives
Modeling
Active responding
_____________
_____________
_____________
Reinforcement
Direct assessment
Data-based decisions |
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Definition
Immediate feedback
Self-pacing
Mastery progression |
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Term
Effective Instruction Principles
Behavioral objectives
Modeling
Active responding
Immediate feedback
Self-pacing
Mastery progression
_____________
_____________
_____________ |
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Definition
Reinforcement
Direct assessment
Data-based decisions |
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Term
Behavioral objectives
Modeling
Active responding
Immediate feedback
Self-pacing
Mastery progression
Reinforcement
Direct assessment
Data-based decisions |
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Definition
| Effective Instruction Principles |
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Term
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| Private schools applying behavior analytic techniques to all aspects of instruction and administration |
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| Comprehensive Application of Behavior Analysis to Schools |
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| Programmed Instruction Features |
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| Keller, Sherman, Azzi, & Bori |
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| Keller, Sherman, Azzi, & Bori |
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| Lindsley, Haughton, Houston, & Brennan |
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| Lindsley, Haughton, Houston, & Brennan |
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Direct Instruction
founders |
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Term
direct instruction
founders |
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Programmed Instruction Features
_____________
Reinforcement
Activity rate (high and relevant)
Successive approximation
Mastery progression |
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Definition
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Term
Programmed Instruction Features
Behavioral Objectives
_____________
Activity rate (high and relevant)
Successive approximation
Mastery progression |
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Definition
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Programmed Instruction Features
Behavioral objectives
Reinforcement
_____________
Successive approximation
Mastery progression |
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Definition
| Activity rate (high and relevant) |
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Term
Programmed Instruction Features
Behavioral objectives
Reinforcement
Activity rate (high and relevant)
_____________
Mastery progression |
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Definition
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Term
Programmed Instruction Features
Behavioral objectives
Reinforcement
Activity rate (high and relevant)
Successive approximation
_____________ |
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Definition
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Term
Behavioral objectives
Reinforcement
Activity rate (high and relevant)
Successive approximation
Mastery progression |
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Definition
| Programmed Instruction Features |
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Term
Teaching Machine Benefits
_____________
Self-pacing
Simultaneous Use |
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Definition
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Term
Teaching Machine Benefits
Immediate Feedback
_____________
Simultaneous Use |
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Definition
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Teaching Machine Benefits
Immediate Feedback
Self-pacing
_____________ |
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Definition
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Teaching Machine Features
_____________
Sequenced instruction |
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Teaching Machine Features
Compose own responses
_____________ |
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Term
| An automatic or self-controlling device that presents a unit of information, provides a means for a learner to respond, and provides immediate feedback on the accuracy of the response |
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Term
PSI Features (Keller)
_____________
Unit Mastery
Lectures for motivation
Emphasis on the written word
Use of proctors |
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Definition
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PSI Features (Keller)
Self-pacing
_____________
Lectures for motivation
Emphasis on the written word
Use of proctors |
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Definition
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PSI Features (Keller)
Self-pacing
Unit Mastery
_____________
Emphasis on the written word
Use of proctors |
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Definition
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Term
PSI Features (Keller)
Self-pacing
Unit Mastery
Lectures for motivation
_____________
Use of proctors |
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Definition
| Emphasis on the written word |
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PSI Features (Keller)
Self-pacing
Unit Mastery
Lectures for motivation
Emphasis on the written word
_____________ |
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Definition
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Term
Self-pacing
Unit Mastery
Lectures for motivation
Emphasis on the written word
Use of proctors |
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Definition
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Term
PSI Features (Fox)
_____________
Unit Mastery
On-demand course content
Immediate feedback
Peer tutors |
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Definition
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PSI Features (Fox)
Flexible pacing
_____________
On-demand course content
Immediate feedback
Peer tutors |
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Definition
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PSI Features (Fox)
Flexible pacing
Unit Mastery
_____________
Immediate feedback
Peer tutoring |
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Definition
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Term
PSI Features (Fox)
Flexible pacing
Unit Mastery
On-demand course content
_____________
Peer tutoring |
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Definition
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Term
PSI Features (Fox)
Flexible pacing
Unit Mastery
On-demand course content
Immediate feedback
_____________ |
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Definition
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Term
Flexible pacing
Unit Mastery
On-demand course content
Immediate feedback
Peer tutoring |
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Definition
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Term
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Definition
| Personalized System of Instruction |
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Term
| A method of instruction focusing on mastery learning that allows students to progress through materials at their own pace |
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Definition
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Definition
| Computer-Aided Personalized System of Instruction |
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| The arrangement of contingencies of reinforcement which expedite learning |
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Definition
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Term
Teaching
The arrangement of _____________ which expedite learning |
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Definition
| contingencies of reinforcement |
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Teaching
The arrangement of contingencies of reinforcement which _____________ |
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Term
| To behave with respect to stimuli |
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Definition
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Term
| The art or science of teaching |
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Definition
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Definition
| Teaching Machine and Programmed Instruction |
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| Behaviors which produce discriminative stimuli for other behaviors |
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Definition
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| Two Methods of evoking responses |
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Definition
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Term
Why Teachers Fail
_____________
Telling and showing
Getting attention
Making material easy to remember
Teacher as midwife
Idols of the school |
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Definition
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Term
Why Teachers Fail
Aversive control
_____________
Getting attention
Making material easy to remember
Teacher as midwife
Idols of the school |
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Definition
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Term
Why Teachers Fail
Aversive control
Telling and showing
_____________
Making material easy to remember
Teacher as midwife
Idols of the school |
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Definition
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Term
Why Teachers Fail
Aversive control
Telling and showing
Getting attention
_____________
Teacher as midwife
Idols of the school |
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Definition
| Making material easy to remember |
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Term
Why Teachers Fail
Aversive control
Telling and showing
Getting attention
Making material easy to remember
_____________
Idols of the school |
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Definition
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Term
Why Teachers Fail
Aversive control
Telling and showing
Getting attention
Making materials easy to remember
Teacher as midwife
_____________ |
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Definition
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Term
Aversive control
Telling and showing
Getting attention
Making material easy to remember
Teacher as midwife
Idols of the school |
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Definition
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Term
| The extent to which a program or teaching procedure is implemented as described |
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Definition
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Term
| Procedural Integrity reports on _____________ behavior |
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Definition
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Term
| Inter-observer agreement reports on _____________ behavior |
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Definition
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Term
| An instructional method in which students are involved in the teaching process |
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Definition
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Term
| Increasing the number of responses per reinforcer as fast as the organism's behavior allows |
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Definition
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Term
Competency Based Training Features
_____________
Verbal and nonverbal training
Behavioral objectives
Performance criteria |
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Definition
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Competency Based Training Features
Pre and post assessment
_____________
Behavioral objectives
Performance criteria |
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Definition
| Verbal and nonverbal training |
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Term
Competency Based Training Features
Pre and post assessment
Verbal and nonverbal training
_____________
Performance criteria |
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Definition
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Term
Competency Based Training Features
Pre and post assessment
Verbal and nonverbal training
Behavioral objectives
_____________ |
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Definition
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Term
Pre and post assessment
Verbal and nonverbal training
Behavioral objectives
Performance criteria |
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Definition
| Competency Based Training Features |
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Term
Effective Programming Features
_____________
Frequent active responding
Immediate feedback |
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Definition
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Term
Effective Programming Features
Instruction and prompts
_____________
Immediate feedback |
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Definition
| Frequent active responding |
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Term
Effective Programming Features
Instruction and prompts
Frequent active responding
_____________ |
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Definition
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Term
Instruction and prompts
Frequent active responding
Immediate feedback |
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Definition
| Effective Programming Features |
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Term
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Definition
| Retention, Endurance, Stability, Application |
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| PT Aims at which fluency outcomes occur |
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Definition
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| PT Description of Fluency |
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| Stable, Applied, Retained, Generalizes, Endures |
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| Pinpoint, Record, Intervene, Chart, Evaluate |
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| A linear measure of behavior change across time |
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| A performance that is smooth, accurate, sufficiently rapid, and does not decay in distracting or novel situations |
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| Responses that may be emitted at any time and are not controlled by the experimenter |
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| Doubling of frequency every celeration period multiplier |
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| Doubling of frequency every celeration period angle |
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| Standard Celeration Chart |
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| A measure of behavioral variability |
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Definition
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| A method of instruction in which students attain fluency by responding for one minute every day |
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Definition
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| A method for learning and practicing skills until they are fluent or automatic |
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Definition
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| A measurement and decision support-system that allows teachers to understand their effects on students |
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Definition
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| Patterns in SCC data upon which instructional changes are based |
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Definition
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Definition
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| SCC Maximum score per timing |
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Definition
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| SCC Minimum score per timing |
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Definition
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| SAFMEDS A method of instruction in which students attain _____________ by responding for one minute every day |
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Definition
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| Celeration A linear measure of _____________ across time |
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Definition
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Term
| Celeration A _____________ measure of behavior change across time |
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Definition
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| Celeration A linear measure of behavior change across _____________ |
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Definition
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| Fluent A performance that is _____________, accurate, sufficiently rapid and does not decay in distracting or novel situations |
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Definition
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Term
| Fluent A performance that is smooth, _____________, sufficiently rapid, and does not decay in distracting or novel situations |
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Definition
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Term
| Fluent A performance that is smooth, accurate, sufficiently _____________, and does not decay in distracting or novel situations |
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Definition
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Term
| Fluent A performance that is smooth, accurate, sufficiently rapid, and does not decay in _____________ situations |
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Definition
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Term
| Precision Teaching A method for _____________ skills until they are fluent or automatic |
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Definition
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Term
| Precision Teaching A method for learning or practicing skills until they are _____________ |
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Definition
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Term
| Precision Teaching A _____________ system that allows teachers to determine their effects on students |
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Definition
| Measurement or Decision-Support |
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Term
| Selected components of complex skills are taught to fluency such that learners generate other components without specific instruction |
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Definition
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Term
| Generative Instruction Selected _____________ of complex skills are taught to fluency such that learners generate other components without specific instruction |
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Definition
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Term
| Generative Instruction Selected components of complex skills are taught to _____________ such that learners generate other components without specific instruction |
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Definition
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| Generative Instruction Selective components of complex skills are taught to fluency such that learners generate other components without _____________ |
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| The emergence of complex behavioral repertoires without explicit instruction following the establishment of component skills |
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Term
| Commercially available curriculum programs |
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Definition
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| Teaching variables related to academic achievement |
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Definition
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| Features of DI _____________ _____________ _____________ Mastery Progression Choral Responding Modeling Signalling Reinforcement Error Correction |
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Definition
| Scripted lessons Homogeneous grouping Placement testing |
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| Features of Direct Instruction Scripted Lessons Homogeneous Grouping Placement Testing _____________ _____________ _____________ Signalling Reinforcement Error Correction |
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Definition
| Mastery Progression Choral Responding Modeling |
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| Features of DI Scripted Lessons Homogeneous Grouping Placement Testing Mastery Progression Choral Responding Modeling _____________ _____________ _____________ |
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Definition
| Signalling, Reinforcement, Error Correction |
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| Scripted Lessons Homogeneous Grouping Placement Testing' Mastery Progression Choral Responding Modeling Signalling Reinforcement Error Correction |
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Definition
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| Features of di _____________ _____________ Extensive content coverage Monitored student performance Low cognitive level questions Immediate academic feedback |
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Definition
| Clear goals, Sufficient and continuous instructional time |
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| Features of di Clear goals Sufficient and continuous instructional time _____________ _____________ Low cognitive level questions Immediate academic feedback |
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Definition
| Extensive content coverage, Monitored student performance |
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| Features of di Clear goals Sufficient and continuous instructional time Extensive content coverage Monitored student performance _____________ _____________ |
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Definition
| Low cognitive level questions, Immediate academic feedback |
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| Clear goals Sufficient and continuous instructional time Extensive content coverage Monitored student performance Low cognitive level questions Immediate academic feedback |
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Definition
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Term
| A massive direct research project focusing on the effectiveness of nine educational methods |
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Definition
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| Found Direct Instruction had most positive outcomes compared to 8 other methods |
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Definition
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Definition
| Basic skills, Cognitive skills, Affective outcomes |
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| PFT Consequence for education |
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| PFT Most effective method |
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| Basic skills that form a foundation |
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| Intermediate skills that serve as building blocks |
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| Advanced skills that demonstrate mastery |
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