Chapters 7-9 Westling

Front 1

4 categories appropriate for assesment and direct instruction

Back 1

1. simple, discrete behaviors
2. continuous ongoing behaviors
3. complex chained skills
4. functional routines

Front 2

all objectives should include what dimensions?

Back 2

1. who the learner is
2. what s/he should be able to do
3. under what conditions
4. how often

Front 3

what questions should be asked when making appropriate goals?

Back 3

1. is it functional
2. age appropriate?
3. will the student use it?
4. is it considered important

Front 4

what are some(4) good general teaching practices?

Back 4

1. establish smooth classroom routines
2. provide frequent feedback
3. review and reteach material
4.integrate workplace readiness skills

Front 5

waht are the 7 types of prompts?

Back 5

1. gestural
2. verbal
3. prerecorded auditory
4. pictorial prompts
5. model prompts
6. partial and full physical
7. mixed

Front 6

applying prompts:

Back 6

constant time delay
progressive time delay
systen of least prompts
most-to-least prompts
antecedent prompts and test procedure

Front 7

nondirect learning practices

Back 7

observational learning
incidental learning

Front 8

law of effect

Back 8

only behaviors that are reinforced will tend to recur

Front 9

General case method steps

Back 9

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

Front 10

two critical issues reguarding alternate assessment

Back 10

1. what should be tested
2. how should it be tested

Front 11

4 types of alternate assesment methods

Back 11

1. observations
2. Interviews and surveys
3. record reviews
4. tests

Front 12

some (4) examples of what should be invluded in a portfolio

Back 12

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

Front 13

diagnostic criteria of SIB

Back 13

1. evidence of physical trauma
2. self-inflicted trauma
3. chronic behavior that is repetitious and recurrent

Front 14

shaping

Back 14

rewarding an initial try at what you want

Front 15

fading

Back 15

when full motion is achieved you start weaning away the praise

Front 16

simple discrete behaviors

Back 16

simple movements that occur in different situations. ex. eye contact, smiling, touching etc.

Front 17

continuous-on-going behaviors

Back 17

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

Front 18

complex-chained skill

Back 18

taks analysis required; child must preform a chain of related behaviors to complete a task. ex. fold laundry or set a table

Front 19

Thorndike

Back 19

law of effect

Front 20

watson

Back 20

behavioros,

Front 21

pavlov

Back 21

respondent conditioning- when the school bell rings you know to get up and switch classes

Front 22

skinner

Back 22

operant conditioning and father of ABA

Front 23

lindsley

Back 23

developed behavior theory

Front 24

lovaas

Back 24

father of aba as applied to autism-lovaas method

Front 25

allyon

Back 25

developed token economies- reward system ex. star chart

Front 26

foxx

Back 26

over correction

Front 27

luce

Back 27

practical application of ABA principles, founder of melmark

Front 28

TEACCH

Back 28

Treatment and Education of Autistic and Communication-Disordered CHildren

Front 29

TEACCH- 2 types of physical structure

Back 29

1. where students work independently
2. where students work one-on-one with the teacher

Front 30

TEACCH- types of schedules

Back 30

1. object scheudle
2. photo schedule
3. picture schedule
4. written schedule

Front 31

TEACCH types of work systems

Back 31

1. moving task from left to right to a finished box
2. matching
3. written