SED 388 Midterm (1)

What is the purpose of behavior change according to the principles of PBS?

Enhance quality of life

What is the "theory" which applied behavior analysis and PBS is based on?

Operant behaviorism

Intervention is the same as...

Instruction

Behaviorism based on principles that are causal, random, quasi-connected, or chaos theory.

Causal and deterministic

If I present a piece of candy as a positive consequence to a student for turning in their homework, but they continue to fail to turn in the homework, is the piece of candy acting as a positive reinforcer?

No, the behavior must increase

During free time, every student, including Jim, was given access to play with their favorite toys. After a few mins of playing with a toy truck, Jim threw the truck at Lina, who was playing right next to Jim. The teacher took away Jim's truck and playtime. The next day, Jim did not throw away any toys during their free time. Which behavioral principle can be used to explain Jim's toy-throwing behavior?

Negative punishment

A student is having a behavior problem during journaling time which the student does not like because they dislike writing. Each time the student engages in the problem behavior, the teacher sends the student to the office, and they no longer must participate in the writing activity during journaling time. What behavior principle explains why the student's behavior continues?

Negative reinforcement

What is the difference between an aversive and a punishment?

Aversive: humiliates, causes pain, or is undignified or is legal denial of basic rights of the student (e.g., restraint, time out, seclusion)

Punishment: decreases a targeted behavior when an undesired stimuli is presented, and typically does not involve legal denial of rights in the learning environment and does not involve pain, or humiliation, or undignified for the learner

What ratio of positive to negative should we strive for in our classroom?

4:1

When writing objectives what part of the criteria do we want to make sure we include?

Mastery

Name at least 3 ways to respond to early-stage misbehaviors.

- Proximity

- Gentle verbal reminder

- Conference with a student

- Family contact

- Humor

- Praise someone who is behaving responsibly

- Restitution

- Calm disapproval

- PEP (Privacy, Eye Contact, Proximity)

When we are concerned with time, what type of recording data system to do we need to use?

Latency and duration

Give an example of a commonly tracked classroom behavior that would be considered a "continuous behavior" and what kind of data sheet is appropriate for it.

On-task behavio: continuous behaviors need time samples. Continuous duration data is not practical in a teaching situation for on-task behavior because you can't teach and take duration data for blocks of time.

As a teacher, why might you choose time sampling over interval recording?

Interval recording is every 10-15 seconds, while time sampling can be done over longer periods of time; it is more practical.

These are data points that reflect the operant level, or natural occurrence of a behavior prior to intervention.

Baseline

The purpose of an AIM line is...

Help us judge if our students are making enough progress that they will achieve the goal we have set in time and to help us evaluate the effectiveness of our instruction.

An example of a tertiary intervention for behavior in the three level-prevention model (the triangle) is...

Functional Behavior Assessment with Behavior Intervention Planning

To be ethical when we use interventions and teach in the classroom...

- Preserve the dignity of the learner in our interactions

- Understand and act as if awareness = responsibility (if we are aware of an unethical situation we are just as responsible if we don't report it)

An attention signal is...

A cue that we should teach to our students to respond to at the beginning of the year (e.g., a rain stick, bell, the teacher raises her hand in a consistent spot.).

re-teach (classroom expectations) is...

something we should do to several times a year to emphasize classroom and schoolwide expectations

DRA

positive reinforcement of an alternative behavior

DRI

positive reinforcement of an incompatible behavior

DRO

positive reinforcement of a zero rate of a behavior

DRL

positive reinforcement of a lower rate of behavior

positive reinforcement

Increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

negative reinforcement

Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.)

positive punishment (type I)

occurs when a behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior in similar conditions

negative punishment (type II)

occurs when a behavior is followed immediately by the removal of a stimulus that decreases the future frequency of the behavior in similar conditions.

fixed-ratio schedule

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses

variable-ratio schedule

in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses

fixed-interval schedule

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed

variable-interval schedule

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

Pros of Continuous Schedule of Reinforcement

Great for teaching new behaviors or low frequency behaviors

Cons of Continuous Schedule of Reinforcement

- Satiation

- Not an efficient way to maintain behavior

Pros of Intermittent Schedules of Reinforcement

- Avoid satiation

- More resistant to extinction

- Students learn to delay gratification

- Behaviors maintain over longer periods of time

Cons of Intermittent Schedules of Reinforcement

Reinforces some, but not every correct or appropriate target behavior

In ratio schedule of reinforcement, the reinforcer presented is contingent on...

number of correct responses

In interval schedule of reinforcement, the reinforcer presented is contingent on...

the first correct response after a time period

In response-duration schedule of reinforcement, the reinforcer presented is contingent on...

a response that lasts for a period of time

What does IFEED-AV stand for?

Immediately

Frequently

Enthusiasm

Eye contact

Describe

Anticipation

Variety

IFEED-AV: Immediately

Reinforce immediately (younger and students with intellectual disability or more severe disability)

IFEED-AV: Frequently

Reinforce frequently. It is important to frequently reinforce when a student is learning a new behavior or skill. If reinforcers are not delivered frequently enough, the student may not produce enough of a new behavior for it to become well established.

IFEED-AV: Enthusiasm

Be enthusiastic. It is easy to simply hand a reinforcer to a student. It takes more effort to pair it with an enthusiastic comment. Modulation in the voice and excitement with a congratulatory air conveys that the student has done something important.

IFEED-AV: Eye contact

Make eye contact. It is important to look the student in the eyes when giving a reinforcer, even if the student is not looking at you. Like enthusiasm, eye contact suggests that a student is special and has your undivided attention. Over time, eye contact may become reinforcing in and of itself.

IFEED-AV: Describe

The younger the student or the more severely disabled, the more important it is to specifically describe the behavior you are reinforcing. We often assume that students know what they did right to earn a reinforcement. However, this is often not the case.

Even if the student does know what behavior is being reinforced, describing it is important for two key reasons:

Describing the behavior highlights and emphasizes it.

If the behavior has several steps, describing it helps to review the specific expectations for the student.

IFEED-AV: Anticipation

Create excitement for earning the reinforcer. Anticipation can motivate students to do their very best. The more hype the you use, the more excited students become to earn the reinforcer. Presenting the potential reinforcer in a mysterious way helps build anticipation.

IFEED-AV: Variety

Just like adults, students, particularly Tough Kids, get tired of the same things. A certain reinforcer may be highly desired, but after repeated exposure, it loses its effectiveness. It is easy to get caught up in giving students the same old reinforcers time and time again. However, variety is the spice of life. Generally, when teachers are asked why they do not vary their reinforcers, they indicate that the ones they use have worked very well. We have found it is necessary to change reinforcers frequently to keep reinforcement effective.

What is off-limits when it comes to reinforcement and punishment?

Students' basic rights and needs (ex: lunch, recess, bathroom, contact with caregivers, etc.)

What is response cost?

Reducing inappropriate behaviors by withdrawing previously earned reinforcers; now acting as positive punishment. (ex: move your clip from green to yellow)

Discriminative Stimulus (SD)

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an SD increases the momentary frequency of the behavior.

What does differential reinforcement do?

Increases a desired behavior and decreases an undesired behavior.

Traditional punitive and exclusionary methods of discipline...

Have remained consistent since 1975 with African Americans students receiving more exclusionary and punitive discipline actions than White students.

Antecedent

The trigger for the behavior; what happens right before the behavior.

Problem/Target Behavior

The behavior that we are trying to reduce or eliminate

Reinforcing Consequence

What is increasing or maintaining the problem behavior; what the student gains from doing the problem behavior (ex: attention, sensory input, time away from work, etc.)

Functional Behavior Assessment (FBA)

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person

What does SEAT stand for?

sensory, escape, attention, tangible

behavior =

communication

setting event

complex environmental condition that is likely to evoke certain voluntary behaviors

Behavior is always what?

Causal

Event recording only works for what behaviors

discrete behaviors

Time sample Chart/Data

on-task tracking

In general, systematic screening data can

be used to inform:

Tier 1 (how to support students in the classroom)

• Tier 2 and 3 (how to support student at risk or with chronic or

intensive behavior problems)

Direct teach or direct instruction is one of the most effective teaching formats. What are key parts to it:

• focus on specific instructional objectives

• a structured, scripted, clear lesson

• an explanation with demonstration

What is proximity control or discipline by proximity?

It means to circulate around the room and be near students and it will decrease behavior problems. It is highly effective in classroom behavior support and has been shown to reduce behavior problems in classrooms significantly.

Educational application of three-tier model addresses both academic and behavioral systems. Which of the following is not a primary or universal level academic approach?

A. Schoolwide rules and procedures.

B. Acknowledgement of appropriate behaviors.

C. Teaching expectations.

D. A behavior support plan.

D. A behavior support plan.

Which of the following statements best describe Positive Behavior and Interventions Supports (PBIS)?

A. It is a curriculum 

B. It is a simple intervention to help an individual student

C. It focuses on the use of punishment to help students learn

 D. PBIS is a proactive instructional approach to manage behavior of individuals, groups, and the entire school.

 D. PBIS is a proactive instructional approach to manage behavior of individuals, groups, and the entire school.

Traditional disciplinary methods are not only ineffective for students with behavioral problems but pose other problems as well. Select the option that is NOT true about traditional disciplinary methods.

A. they are proactive and prevent behavior problems

B. the methods place students at risk for involvement in criminal justice system.

C. punitive discipline is disproportionately applied to certain minority students.

D. They are reactive measures and often time and resource intensive.

A. they are proactive and prevent behavior problems

Teachers’ understanding of behavior assumptions help them to be confident in solving challenging behaviors. Choose the correct behavior assumption from the list below:

A. Many behavioral challenges do not reflect learning difficulties.

B. There is no explanation to why students exhibit desirable and undesirable behaviors.

C. Changing inappropriate student behavior often requires changing the teacher's behavior.

D. It is more efficient and effective to rely on reactive strategies after behavioral problem has already developed.

 

C. Changing inappropriate student behavior often requires changing the teacher's behavior.

Our textbook in Chapter 2 explains various  "Major Theoretical Models" that have been developed to explain the origins of atypical behavior and factors that maintain that behavior overtime. Which theoretical model explains behavior as the result of an interaction between the individual and other environmental influences?

A. Psychodynamic model

B. Ecological model

C. Behavioral model

D. Biophysical model

B. Ecological model

According to your text Chapter 2, what is the science of behavior change called?

A. Love and Logic Behavior

B. Psychoanalysis

C. Behavior Change Principle

D. Applied Behavior Analysis

D. Applied Behavior Analysis

According to Chapter 2 of your text a behavior that is followed immediately by the presentation of a positive stimulus that increases the future occurrence of that behavior in a similar condition is called positive reinforcement. An example of positive reinforcement, would be:

A. Providing students with a pizza reward for being quiet all week and the students stay quiet next week as well.

B. Providing students with toys selected by the teacher, but the student does not improve their behavior to the class-wide expectation.

C. The teacher keeps the student in from recess because they were talking in class and they stop talking in class in the future.

D. The teacher gives tokens to the class, but they don't think the tokens are valuable, so it has not effect on improving their behavior.

A. Providing students with a pizza reward for being quiet all week and the students stay quiet next week as well.

In Chapter 2 your text defines, an event that occurs before the behavior and that might set the stage for specific behavior as an:

A. Reinforcer

B. Antecedent

C. Consequence

D. Motivating operations

B. Antecedent

Chapter 3 of our text describes nine critical characterize of Schoolwide-PBIS. Which of the items below does not belong to the group?

 A. Data-based decision making

B. It is a focus on individual  rather than the whole school.

C. Team-based planning and decision making

D. Continual evaluation and refinement of SW-PBIS interventions.

B. It is a focus on individual  rather than the whole school.

Which of of the following is NOT a basic behavior principle?

A. A-B-C model 

B. Reinforcement

C. Punishment

 D. It is impossible to analyze and determine the cause, all problem behaviors are random 

 D. It is impossible to analyze and determine the cause, all problem behaviors are random 

Positive reinforcement strengthens behavior. As discussed in Chapter 2, A process that provides a consequence that weakens or eliminates a behavior is: 

A. Providing treats for good behavior

 B. Reinforcement

C. Punishment

D. Prompt

C. Punishment

The schoolwide model is a three tier prevention framework.  All of the following are reasons why schools should begin implementing SWPBIS at the universal tier except

A. Prevent more students from moving up the tier.

 B. It places everyone on the same page

 C. It is a proactive to address students' problem behaviors

D. It is less cost effective

D. It is less cost effective

In Chapter 3 of your text book, PBIS leadership team represents school stakeholders who make decisions about PBIS interventions. Which one of the following is not a member of the leadership team?

 A. Special Educator

 B. Law enforcement officer

 C. Parents

 D. Administrator

 B. Law enforcement officer

Even recording is also know as:

a.Latency recording

 b.frequency recording because it counts individual behaviors.

 c. creative recording

 d.discrete recording

 b.frequency recording because it counts individual behaviors.

Chapter 4  of our text explain that classroom expectations should be written in a few stated expectations. Which of the examples below will not serve as a proactive reminder of classroom expectations?

 A. Posters

 B. Announcement

 C. Giving directives before each activity

 D. prompt AFTER a does not follow directions

 D. prompt AFTER a does not follow directions

Chapter 4 explains the importance of developing classroom expectations. Which of the following should NOT be applied when developing classroom rules?

 A. Teach students the rules

 B. The objective should be to punish learners

 C. Classroom rules should reflect schoolwide rules

 D. state the rules in positive terms

 B. The objective should be to punish learners

Chapter 4 of our text explains the essentials of having procedures for everything we want students to do at school. In the last section on section with Procedures, the text describes some techniques to develop procedures. Which of the following should be considered when developing procedures?

 A. List everything that students are expected to do in their classroom

B. Determine how students are to complete each task

C. Do not make assumptions when working with students

D. All of the above

D. All of the above

A list of classroom and school tasks is outlined in our text in Chapter 4 that requires procedures. Select the classroom task from the list below that requires procedures to be followed.

A. Waiting in the bus-loading area

B. Using playground equipment

C. Turning in work

D. All of the above

D. All of the above

In Chapter 4, our text explains how to teach expectations and procedures to prevent behavior and academic challenges in the classroom. Which of the following strategies does not support the implementation of expectations and procedures in the classroom?

 A. Use demonstration and role play to teach rules and procedures

 B. Provide no acknowledgement for appropriate behavior

 C. Rules should be taught during the first day of school

 D. Provide explicit instructions about the rules and procedures

 B. Provide no acknowledgement for appropriate behavior

In chapter 5,  classroom climate is referred to as a combination of social and organizational environments. What does the text consider the foundation of classroom climate?

 A. Teacher's authority in the classroom

 B. Penalizing students for inappropriate behaviors

 C. Teacher-students relationships

 D. None of the above

 C. Teacher-students relationships

Chapter 6 of our text contains why data is important. Which of the following reasons explains why special education teachers should collect data for behavioral monitoring?

 A. It helps teachers to determine student's level of functioning.

 B. The IDEA requires teachers to monitor behavioral progress of their students.

 C. Data help teachers to determine the effectiveness of an intervention.

 D. All the above

 D. All the above

Chapter 6 of our text provides a brief overview of Universal Design for Learning (UDL). Which of the following is not a guideline under the UDL framework?

A. Representation

B. Communication and Instruction

C. Engagement

D. Action and Expression

B. Communication and Instruction

Chapter 6 of your text elaborately explained the types of instructional settings and activities. All the following are instructional arrangements EXCEPT

 A. Whole group instruction

 B. One-on-one Instruction

 C. Explicit instruction

 D. Flexible instructional groups

 C. Explicit instruction

In Chapter 5, there  is a toolkit for building a positive classroom climate. Which of the following I a strategy for creating a positive classroom climate?

A. Refrain from arguing with students about rules and violations.

B. Know your students' needs

C. Celebrate students' successes and achievements

D. All the above

D. All the above