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31 Cards in this Set

  • Front
  • Back
4 categories appropriate for assesment and direct instruction
1. simple, discrete behaviors
2. continuous ongoing behaviors
3. complex chained skills
4. functional routines
all objectives should include what dimensions?
1. who the learner is
2. what s/he should be able to do
3. under what conditions
4. how often
what questions should be asked when making appropriate goals?
1. is it functional
2. age appropriate?
3. will the student use it?
4. is it considered important
what are some(4) good general teaching practices?
1. establish smooth classroom routines
2. provide frequent feedback
3. review and reteach material
4.integrate workplace readiness skills
waht are the 7 types of prompts?
1. gestural
2. verbal
3. prerecorded auditory
4. pictorial prompts
5. model prompts
6. partial and full physical
7. mixed
applying prompts:
constant time delay
progressive time delay
systen of least prompts
most-to-least prompts
antecedent prompts and test procedure
nondirect learning practices
observational learning
incidental learning
law of effect
only behaviors that are reinforced will tend to recur
General case method steps
1. Define the instructional universe
2. define the range of relevant stimulus and Response variation
3. Select ex. for teaching and probe testing
4. sequence the teaching ex.
5. Teach the sequence that was developed
6. test using nontrained probe examples
two critical issues reguarding alternate assessment
1. what should be tested
2. how should it be tested
4 types of alternate assesment methods
1. observations
2. Interviews and surveys
3. record reviews
4. tests
some (4) examples of what should be invluded in a portfolio
1. photos of student's art work
2. written records of studnets' thoughts and ideas
3. videotapes of the student engaged in activities
4. charts or graphs of student's progress
diagnostic criteria of SIB
1. evidence of physical trauma
2. self-inflicted trauma
3. chronic behavior that is repetitious and recurrent
rewarding an initial try at what you want
when full motion is achieved you start weaning away the praise
simple discrete behaviors
simple movements that occur in different situations. ex. eye contact, smiling, touching etc.
continuous-on-going behaviors
important to know HOW LONG the behavior occurs. ex how long a child stays on task, how long a child can engae in a fitness activity
complex-chained skill
taks analysis required; child must preform a chain of related behaviors to complete a task. ex. fold laundry or set a table
law of effect
respondent conditioning- when the school bell rings you know to get up and switch classes
operant conditioning and father of ABA
developed behavior theory
father of aba as applied to autism-lovaas method
developed token economies- reward system ex. star chart
over correction
practical application of ABA principles, founder of melmark
Treatment and Education of Autistic and Communication-Disordered CHildren
TEACCH- 2 types of physical structure
1. where students work independently
2. where students work one-on-one with the teacher
TEACCH- types of schedules
1. object scheudle
2. photo schedule
3. picture schedule
4. written schedule
TEACCH types of work systems
1. moving task from left to right to a finished box
2. matching
3. written