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250 Cards in this Set

  • Front
  • Back
What are the components of a behavioral objective?
1) What the behavior is

2) How much or how well it is done

3)The circumstances under which it is done
The description of the measureable behavior the student will be expected to perform
Behavioral verb
Description of how much or how well the behavior is being performed
Criterion level of performance
The behavioral approach is based on the ______ _______ of a student's behavior.
direct observation
A ________ _______ describes an observable action and is the first component of a behavioral objective.
behavioral verb
The second component of a behavioral objective is setting a ________ _________ of performance.
criterion level
The third component of a behavior objective to state the exact ________ or circumstances in which the behavior is to be performed.
conditions
Criterion levels regarding how the behavior must be performed can specify a ______ ________, a number of ________, a qualitative level of performance, or an _______ level.
perform
environment
developmental
achievable
Understandable, useful behavioral objectives are kept ________ but complete.
simple
Meaningful and realistic behavioral objectives are characterized by specifying a behavior :
a) that the student doesn't already _______ successfully,

b) that is relevant and useful in tthe _______ in which the student lives

c) that would be the next logical, ________ step, and

d) that is a ___________
a) perform
b) environment
c) developmental
d) achievable
What are the 3 elements in the instructional cycle?
Stimulus
Response
Consequence
Any physical object or occurrence in the environment that may set the occasion for a response to occur; may cue a particular response
Stimulus
The behavior the student performs in the presence of a particular stimulus
Response
The event that happens to the student after the response occurs
Consequence
What are the two basic types of consequences?
Reinforcing
Punishing
Any event that maintains or increasese the future probability of the response it follows
Reinforcer
Any event that decreases the future probability of the response it follows
Punisher
The instructional cycle is comprised of a _______, ________, and ________.
stimulus
response
consequence
A ________ is any physical ojbect or occurrence in the environment that may set the occasion for the resposne to occur.
stimulus
A ______ is the behavior the student performs in the presence of the stimulus.
response
The _________ is what happens to the student after the response occurs.
consequence
There are two main types of consequences: ________ ones and _______ ones.
reinforcing
punishing
________ consequences increase the response they follow.
Reinforcing
A ________ is any event that maintains or increases the probability of the response it follows.
reinforcer
The relation between the response and the reinforcer is called _______.
reinforcement
________ consequences decrease the response they follow.
Punishing
A ________ is any event that decreases the probability of the response it follows.
punisher
The relation between the response and punisher is called ________.
Punishment
When teaching a new behvior or increasing an existing one, you must determine the _______ you want the student to make, choose a ______ to serve as a cue, and select a _________ consequence
response
stimulus
reinforcing
If the _______ isn't reinforcing, the student won't progress.
consequence
Observing the ______ and the effect of the _______ consequence helps to pinpoint problems in the instructional cycle.
response
reinforcing
What are the 3 main types of reinforcers used for severely and profoundly retarded students?
Edible reinforcers
Sensory reinforcers
Social reinforcers
The foods preferred by the student
Edible reinforcers
The state that occurs when a reinforcer has been presented to the point that it is no longer effective in increasing or maintaing a behavior.
Satiation
The state that occurs when a reinforcer has been withheld until it once again is effective in increasing or maintaining a behavior.
Deprivation
Sensations that students like or enjoy
Sensory reinforcers
Any type of skin-to-skin contact between you and student for which student will resposne; touch, hug, rub, massage, caress to cheek
Tactile reinforcer
Pleasant-smelling substances
Olfactory reinforcers
Pleasant sights
Visual reinforcers
Pleasant sounds
Auditory reinforcers
Smiles, praise, attention or friendly remarks that the student likes or enjoys
Social reinforcers
A behavior a student performs frequently can be used to reinforce a behavior he seldomly performs. If the seldomly performed behavior increases when its follolwed by the frequently performed behavir, you have a reinforcer.
Premak Principle
Have the student try a variety of potentional reinforcers; offers you han opportunity to determine whether or not the student will like the potential reinforcer
Reinforcer sampling
_______ reinforcers are the foods a student prefers.
Edible
What are the two types of edible reinforcers?
Solids and liquids
_______ occurs when a reinforcer has been withheld for a long enough period that it is once again effective in increasing or maintaining a behavior.
Deprivation
When using edible reinforcers, each instruction should wear an _______ so that the reincers can be delivered immediately.
apron
Reinforcers must be delivered ______ if they are to be effective.
immediately
The five types of sensory reinforcers are ________, ________, _______, _______,_________.
Tactile
Vibratory
Auditory
Olfactorty
An example of a _______ reinorcer is vibration applied to the students nect, arms, hands, or legs.
sensory
A _______ ________ should be consulted before a vibrator is used with cerebral palsied students.
physical therapist
_________ reinforcers include praise, smiles, attenton, and friendly remarks.
Social
Delivery of an reinforcer should be _______ with a social reinforcer.
paired
A _______ reinforcer is an event thought to be reinforcing that has not yet increased a specific behavior.
potential
The first way to discover a reincforcer for a verbal student is to _______ ________.
ask him
If you ________ a student's behavior, you'll know what his reinforcers are.
observe
Occasionally, you'll observe a student who displays few behaviors. If this occurs, you should observe ______ kinds of students.
similar
The _________ ___________ states that a behavior the student performs frequently can be used to reinforce a beahvior the student seldom performs.
Premack Principle
________ _________ is a method whereby the student tries potential reinforcers.
Reinforcer sampling
_______ reinforcers are the foods a student prefers.
Edible
What are the two types of edible reinforcers?
Solids
Liquids
______ occurs when a reinfrocer has been presented to the point that it is no longer effective in increasing or maintaining a behavior.
Satiation
________ occurs when a reinfrocer has been withheld for a long enough period that it is once again effective in increasing or maintaining a behavior.
Deprivation
When using edible reinforcers, what should each instructor wear so that the reinforcers can be delivered immediately?
Apron
Reinforcers must be delivered _________ if they are to be effective.
Immediately
What are the five types of sensory reinforcers?
Tacticle
Vibratory
Auditory
Olfactory
An example of a ________ reinforcer is vibration applied to the student's neck, arms, hands, or legs.
Sensory
A ________ ________ should be consulted before a vibrator is used with cerebral palsied students.
Physical therapist
_______ reinforcers include praise, smiles, attention, and friend remarks.
Social
Delivery of any reinforcer should be ______ with a social reinforcer.
paired
A _______ reinforcer is an event thought to be reinforcing that has not yet increased a specific behavior.
potential
The first way to discover a reinforcer for a verbal student is to ______ ________.
ask him/her
If you ________ a student's behavior, you'll know what his reinforcers are.
observe
Occasionally you'll observe a student who displays few behaviors. If this occurs, you should observe ________ kinds of students.
similar
The _______ ________ states that a behavior the student performs frequently can be used to reinforce a behavior the student seldom performs.
Premack Principle
________ _________ is a method whereby the student tries potential reinforcers.
Reinforcer sampling
A hug is what type of reinforcer?
sensory
social
M&Ms are what type of reinforcer?
edible
A glance is what type of reinforcer?
social
Rubbing the student's feet with your hand is what type of reinforcer?
Sensory
Vibration to the student's neck is what type of reinforcer?
Vibratory
Popcorn is what type of reinforcer?
Edible
Stroking the student's face with your hand is what type of reinforcer?
Sensory
A nod is what type of reinforcer?
Social
Kool-Aid is what type of reinforcer?
Edible
Milk is what type of reinforcer?
Edible
Bouncing the student on your knee is what type of reinforcer?
Sensory
A back rub is what type of reinforcer?
Sensory
Water is what type of reinforcer?
Edible
A kiss is what type of reinforcer?
Sensory
Social
A smile is what type of reinforcer?
Social
A Strauss waltz is what type of reinforcer?
Sensory
A spinning top is what type of reinforcer?
Sensory
The odor of pepermint is what type of reinforcer?
Sensory
Reinforcement that is not related to any specific response
Noncontingent reinforcement
Retarded students are easily distracted; therefore, instruction should take place in a ______ ________ environment.
distraction free
Creating a distraction-free environment for severly retarted students requires _______ ____ _________ instruction.
one to one
Students must have an opportunity to _______ to the learning environment before instruction begins.
adapt
_______ reinforcement is not related to the behavior of the student who is reinforced.
Noncontingent
__________ reinforcement should be not used when working with new students or at the beginning of the school year.
Noncontingent
Students must find you ________ if they are going to be motivated to perform the behaviors you wish to teach them.
reinforcing
Reinforcement that depends upon a specifc response; used to establish or strengthen a response
Contingent Reinforcement
Reinforcement of every occurrence of a response; used to teach a new response (behavior)
Continuous Reinforcement
A description of when the reinforcement will be given
Schedule of Reinforcement
There will be no more programmed reinforcement associated with the performance of the behavior.
Extinction
Reinforcement of some, not all, occurrences of a response
Intermittent reinforcement
What are the 2 basic types of intermittent schedules of reinforcement?
Ratio schedule
Interval schedule
Reinforcement is contingent upon a specified # of responses occurring before the reinforcer is given.
Ratio schedule
Reinforcer follows a predetermined # of responses
Fixed ratio schedule
Reinforcer follows a different number of responses each time such that over time a specific average number of responses is reinforced.
Variable ratio schedule
Reinforcer follows the first prespecified response after a prespecified amount of time has elapsed.
Fixed interval schedule
Reinforcer follows the first prespecified response after different intervals of time have elapsed such that over time a specified average interval is maintained.
Variable interval schedule
_______ reinforcement is not related to any specfiic behavior.
Noncontingent
________ is reinforcement that depends on a specific response.
Contingent
What are the two types of contingent reinforcement?
Continuous
Intermittent
______ reinforcement is when the behavior is reinforced each time it occurs.
Continuous
_____ reinforcement is the only type of reinforcement you should use when beginning to teach a new behavior.
Continuous
A ________ of reinforcement is a description of when a reinforcer will be delivered.
Schedule
One of the disadvantages of continuous reinforcement is that the behvior_______ rapidly when the reinforcement ceases.
Extinguishes
Another disadvantage of continuous reinforcement is that _______can occur.
Sation
Other disadvanges of continuous reinforcement are that it _______ you out, ________ up reinforcers, and makes __________ difficult.
Wears
Uses
Generalization
_______ reinforcement is when only some of the appropriate responses are reinforced.
Intermittent
One way to avoid reinforcing every response is to deliver fewer _______ for the same number of responses.
Reinforcers
After you have used continuous reinforcement to teach a new behavior, you should use _______ reinforcement.
Intermittent
_______ schedules are based on the number of responses that are performed.
Ratio
Ratio schedules are _______ dependent.
Response
_______ schedules are based on the interval of time between reinforced responses.
Interval
Interval schedules are _____ dependent.
Time
When using a _______ schedule of reinforcement, the reinforcer is contingent on a prespecified number of responses occurring before one response is reinforced.
Ratio
What are the two types of ratio schedules?
Fixed ratio
Variable ratio
A _______ ratio schedule is one where a prespecified number of response must occur before the respose is reinforced.
Fixed
Students on fixed ratio schedules usually respond very rapidly and then ______ after they are reinforced.
Pause
During a ______ ______ schedule of reinforcement, the reinforcer follows a different number of response each time.
Variable Ratio
The advantage of a variable ratio schedule is that it is not _______. Thus, there is no pause after the reinforcer, and very steady patterns of responding are produced.
Predictable
Students on fixed interval reinforcement schedules do not perform many behaviors because they ______ after the reinforcer is delivered and do not begin responding again until the next interval has almost elapsed.
Pause
In a _______ ________ schedule, a variable amount of time occurs between reinforced behaviros.
Variable Interval
In a variable interval schedule, the student cannot _______ when reinforcement will be available. Therefore, she will respond at a very constant rate.
Predict
With a ______ ________ schedule, it is possible to reinforce the behavior of a large group of students.
Variable Interval
A variable interval schedule can be regarded as _______ contingent reinforcement.
Random
What are the two types of ratio schedules?
Fixed ratio
Variable ratio
A _______ ratio schedule is one where a prespecified number of response must occur before the respose is reinforced.
Fixed
Students on fixed ratio schedules usually respond very rapidly and then ______ after they are reinforced.
Pause
During a ______ ______ schedule of reinforcement, the reinforcer follows a different number of response each time.
Variable Ratio
The advantage of a variable ratio schedule is that it is not _______. Thus, there is no pause after the reinforcer, and very steady patterns of responding are produced.
Predictable
Probably the best reinforcement schedule to use in the classroom is the _______ ________ schedule.
Variable Interval
Reinforcement of successive approximations of a targe behavior to produce a behavior that is currently not in the student's repertoire.
Shaping
Behaviors that a particular student, at a particular time, is capable of performing.
Behavioral repertoire
Desired behavior that doesn't occur but which we wish to establish
Target/terminal behavior
Behavior or response that the student does perform and that resembles the target behavior in some way.
Initial behavior
A stimulus that sets the occasion for the response to occur b/c it has been associated with reinforcement.
Discriminative stimulus
_______ is the reinforcement of successive approximations.
Shaping
The goal of shaping is to develop a ______ behavior that is not in the student's behavioral _________.
New
Repertoire
The behavior you intend to establish through shaping is called the __________ behavior.
Target
_______ is the reinforcement of successive approximations.
Shaping
You begin the shaping process by reinforcing a response or behavior that is currently in the student's repertoire. This response is called the ________ behavior.
Initial
The goal of shaping is to develop a ______ behavior that is not in the student's behavioral _________.
New
Repertoire
The behavior you intend to establish through shaping is called the __________ behavior.
Target
In what ways can the shaping process be maximized?
1) Combine a discriminative stimulus with shaping.
2) Combine physical guidance w/ shaping.
3) Combine an imitative prompt w/shaping
4) Combine fading w/shaping
You begin the shaping process by reinforcing a response or behavior that is currently in the student's repertoire. This response is called the ________ behavior.
Initial
In what ways can the shaping process be maximized?
1) Combine a discriminative stimulus with shaping.
2) Combine physical guidance w/ shaping.
3) Combine an imitative prompt w/shaping
4) Combine fading w/shaping
An auxiliary Sd that is presented to a cue to the student to perform a specified behavior.
Prompting
What are 3 types of prompts?
Verbal
Gestural
Physical
Gradual removal of a prompt
Fading
A ____________ is an auxiliary Sd.
Prompt
________ is the gradual removal of a prompt.
Fading
Fading is used to foster independence by eliminating the control that the _______ and _________ have had over the student's behavior.
Prompter
Prompts
Fading is accomplished by providing the student wil a less _______ or _________ prompt that you have given him perviously.
Obvious
Active
The response of matching the behavior of a model
Imitation
Imitating a behavior w/out ever having received reinforcement for imitating it.
Generalized imitation
An Sd provided by a model in which the model's behavior is to be imitated
Imitative prompt
An _______ ________ is a way of showing a student what you would like her to do.
Imitative prompt
________ is the response of matching the behavior of a model.
Imitation
When a person imitates a behavior that she has never before been reinforced, we say that _________ imitation has occurred.
Generalized
The individual provides the imitative prompt is called the _________.
Model
_______ should be provided during imitation training in order to increase the likelihood that generalized imitation will occur.
Reinforcement
A detailed description of each behavior needed to accomplish a behavior objective given the student's current ability level.
Task analysis
A sequence of stimuli and responses that ends w/ a terminal reinforcer
Behavior chain (stimulus-response chain)
Comes at the end of the behavior chain sequence.
Terminal reinforcer
Each response in the chain is followed by an event that reinforces that response while simultaneously serving as an Sd for the next response.
Conditioned reinforcement
A procedure in which the 1st response in a behavior chain is taught 1st and the last response is taught last.
Forward chaining
A procedure in which the last response is taught 1st and the 1st response is taught last.
Backward chaining
Those behaviors that the student possesses before instruction begins
Entry behaviors
A ______ _______ is a detailed description of each behavior needed to accomplish an objective given the student's current ability level.
Task analysis
Each step in the sequence behaviors must specify, in ______, the exact behavior the student must perform in a task analysis.
Order
What are the two advantages of backward chaining?
1) The response closest to the terminal reinforcers is taught 1st.
2) The task is broken down into the smallest possible steps.
Normal individuals and high functioning retarted students typically learn a complex series of behaviors through ______ chaining, whereas severely retarded students usually require ______ chaining.
Foward
Backward
What are the 5 techniques that can be combined with backward chaining to make it more effective?
Prompting
Imitative prompting
Fading
Shaping
Continuous Reinforcement
The first step in performing a task analysis is to specify the _______ objective.
Behavioral
The 2nd step in performing a task analysis is to determine the _____ of steps needed to accomplish the objective.
Sequence
The final step in performing a task analysisis to determine the student's _____ behavior(s).
Entry
A ________ _________ is a sequence of stimuli and responses that ends with a terminal reinforcer.
Behavior chain
A behavior chain is also known as a ______-_______ chain.
Stimulus-response
The reinforcer that comes at the end of a behavior chain is called the ________ reinforcer.
Terminal
A stimulus that is associated with reinforcement is called a ________ reinforcer.
Conditioned
A _________ stimuls is associated with reinforcement.
Discriminative
A ______ _________ in a behavior chain has a dual role. It aserves as a _______ ______ for the response it precedes and as a ________ _____ for the response it follows.
Discriminative stimulus
Discriminative stimulus
Conditioned reinforcer
The abbreviation for discriminative stimulus is ___.
Sd
The abbreviation for conditioned reinforcer is ____.
Sr+
The abbreviation for terminal reinforcer is_____.
SR+
A task analysis is nothing more than a specification of the ______ in a behavior change that must be performed in order to reach the behavioral objective.
Responses
_________ __________ is used to accomplish a behavioral objective when the student has all the necessary behaviors in the behavior chain in her ________ ________.
Forward chaining
Behavioral repertoire
Forward chaining is teaching the ________ response in the chain first and teaching the ________ response in the chain last.
First
Last
Whe the student does not have the nessary behaviors in her behavirol repertoire, she should be taught a behavior chain using _______ ________.
Backward chaining
After the sequence of steps of attaining objectives is decided upon, it should be reviewed to determined which onces the student can _______.
Perform
Several sources of information on a student's performance are:
A) Past ________ of behaviors.
B) ________ with parents or former teachers and caretakers.
C) ________ _________ of the student's behavior, which is the most reliable source.
Records
Conversations
Direct observation
A technique combining physical guidance and fading in which the physical guidance is systematically and gradually reduced and then faded completely.
Graduated guidance
The learning that occurs when someone responds in order to avoid or escape something that is unpleasant.
Avoidance learning
______ ________ is a technique in which physical guidance and fading are combined to teach a behavior chain through forward chaining.
Graduated guidance
What are the three parts of graduated guidance?
Full graduated guidance
Partial graduated guidance
Shadowing
Graduated guidance is especially useful for students whose intellectual deficits make it difficult for them to undersand simple ______ and gestural promts and/or for stduents who require a lot of ________ prompting.
Verbal
Physical
The major difference between manual guidance adnd graduated guidance is that with graduated guidance, the amount of the instructor's physical gudiance (hand pressure) is adjusted from ______ to ________ depending on the student's performance at that moment.
Moment to moment
During full graduated guidance, the instructor keeps her hands in ______ contact with the student's hands.
Full
During partial graduated guidance, the instructor merely guides the student's hands with her ______ and ______.
Thumb
Forefinger
During _______, the instructor keeps her hands within an inch of the student's hands.
Shadowing
All 3 parts of graduated guidance can be used within each training _____.
Trial
When the student resists the graduated guidance, the instructor uses just enough _____ to counteract the student's resistance and then reduces and finally elimiates this resistance and then reduces and finally eliminates this _______ as the student stops resists.
Force
Force
_______ is given througout the graduated guidance so long as the student is performing some action appropriately.
Praise
In graduated guidance, when you have faded your presenceto a point where you are 2 feet away from the student, you should begin reducing your praise until you only praise the student at the ______ of the trial.
End
What are the 2 disadvantages of backward chaining?
A) You must wait for the student to respond.
B) You cannot provide within-trial reinforcement.
What are the 3 advantages of graduated guidance?
A) You don't have to wait for the student to respond.
B) Within-trial reinforcement is possible
C) Incorporates avoidance learning
In graduated guidance, the unpleasant event that leads to avoidance learning is the instructor's ________ ________.
Physical guidance
You should teach your students using _________ ________ until you have enough expertise to try graduated guidance.
Backward chaining
A description of the frequency of a behavior before instruction begins
Operant level
The period of time during which a behavior is observed and measured w/out any intervention
Baseline period
A recording method in which the number of times a behavior occurs during a specified period of time is tallied.
Frequency counting
A recording method in which the student is observed at fixed intervals for a specified period of time and the occurrence or absence of a behavior during each interval is recording.
Time sampling
The ______ _______ describes the occurrence of the behavior before instruction or intervention begins.
Operant level
A _________ is the period of time during which a behavior is observed and measured before instruction begins.
Baseline
Determining the operant level via a baseline allows the _______ measurement of a behavior's occurrence and helps in evaluating the effectiveness of the program.
Objective
One method of determining an oerpant level is to _______ the number of times the behavior occurs. This method is called _______ _________.
Tally
Frequency counting
Another method of determining an operant level is _______ _________ in which you record whether or not the behavior occurred during a specified period.
Time sampling
The 2 questions you must ask to determine whether you have collected sufficient baseline data are:
A) Does the baseline adequately show the _______ of the behavior?
B) Is the final baseline ______ _______ as low or lower than the previous data point?
A) Range
B) Data point
A measure of the degree to which 2 or more observers agree that a specific behavior occurred.
Interobserver reliability
______ counting measures the number of times a student performs a specific behavior within a set period of time.
Frequency
Before recording can begin, observers must decide upon a ______ by which to measure or record the behavior.
Critierion
One method of calculating interobserver reliability is to divide the number of times the observers ________ that the behavior occurred by the number of times they _______ plus the number of times they _______ and multiply by 100.
Agreed
Agreed
Disagreed
Another method of calculating interobserver reliability when frequency records are collected is to divide the _______ number by the ______ number recorded and multiply by 100.
Lower
Higher
The minimum interobserver reliability percentage that is acceptable is above ______.
70%
A ______ level of success for an intervention is the specification of a percentage increase above the baseline average that must be achieved within a specified training period.
Criterion
A ____________ offers a visual representation of the effectiveness of a treatment program.
Graph
In ____________ _____________ recording the student is observer at fixed intervals for a specified period of time to determine whether or not a specific behavior occurred during each observation interval.
Time sampling
A procedure for transfering control over behavior in one situation to other situations.
Generalization training
______ ________ is a procedure designed to transfer the control over behavior in one situation to other situations.
Generalization training
The reason why generalization rarely occurs spontaneously is that students can _______ between situations.
Discriminate
There are several ways of facilitating generalization training:
A) Emphasizing ________ elements in the new setting that are shared with the original training setting.
B) use an _______ _____ schedule in the original training situation before you institue generalization training
C) Teach the student the behavior under a variety of _____.
D) Add auxiliary ______ stimuli to the new situation
E) Change the ______ conditions in the original training situation from artificial to natural ones.
Common
Intermitten reinforcement
Conditions
Discriminative
Reinforcement
__________ ____________ is an integral part of generalization training.
Behavior management
There are several procedures that can be used to facilitate behavior maintaince:
A) Substitute ______ occuring reinforcers for artificial one
B) _______ other people in the student's life to carry out your program
C) Gradually remove or ________ the behavioral consequences
D) Vary the _________ conditions.
E) Use ________ ________ of reinforcement
F) Increasingly _______ the delivery of reinforcements.
Naturally
Train
Fade
Training
Intermittent schedules
Delay
There are three pitfalls to avoid when you attempt to establish or carrry out a behavior program:
A) Attempting to modify _____ behaviors before you have become thoroughly proficient as a behavior change agent
B) Expecting too much too soon from the _______
C) Changing or discontinuing a program before you have thoroughly ______ why it is not working.
Complex
Student
Analzye
There are several factors to consider when you analyze why a program is not working:
A) Does a student know what is _____ of her?
B) Do all of the _____ agents understand the program?
C) Are all of the change agents _______ to participate in the program?
D) Are the ________ working as they should?
E) Is the program being applied _______ and correctly?
Expected
Change
Motivated
Reinforcers
Consistently
The following are guidelines for establishing programs:
A) Knowing _______
B) Know the _________
C) Know that the program will be beneficial for the student
D) Develop a behavioral value system that _____ the dignity of the student and that operates on the principle of ______, and keep everyone informed of your programs.
Thsyelf
Student
Respects
Fairness