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Question
Discuss the difference between a teaching design and a research design.Answer
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Related questions
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When selecting a criterion for mastery, the teacher should consider:
a. nature of the content
b. ability of the student
c. number of learning opportunities to be provided
d. all of the above
Q:
The change agent who is available across all times and settings is:
a. the teacher
b. the student's parent
c. the student
d. none of the above
Q:
Token reinforcement systems allow a student to become accustomed to delayed gratification.
Q:
Student selected performance standards are often:
a. more lenient than teacher selected
b. more stringent than teacher selected
c. totally unreasonable
d. none of the above
Q:
Types of data collection procedures that have been successfully used by students as means for self recording are:a. eventb. latencyc. anecdotal recordsd. all of the above
Q:
Refining broad generalizations into specific, observable, measurable behaviors is known asa. Pinpointingb. Specificationc. Individualizationd. Modification
Q:
A reactive effect is:
a. a behavior change in the desired direction simply as a result of self recording
b. an allergic reaction to a stimulus
c. a behavior change in the opposite direction
d. none of the above
Q:
A student engages in several inappropriate and destructive behaviors. Discuss the procedures a teacher might initiate to identify the functions of these behaviors.
Q:
While both self reinforcement and self punishment strategies have been successfully used, self reinforcement may be preferred because:
a. reinforcement is only for increasing behaviors
b. reinforcement is an easier concept for children to understand
c. punishment may concentrate children's' awareness on their failure and may
maximize fear of failure
d. all of the above
Q:
For students to learn self instructional strategies effectively and completely, during the modeling of the strategies the teacher should include skills of:
a. problem definition
b. focusing attention
c. self reinforcement
d. all of the above
Q:
Self-punishment is more effective that self-reinforcement.
Q:
The process of systematically manipulating antecedents and consequences to determine their effect on occasioning and maintaining the target behavior is _____.
a. setting events
b. enhanced functioning
c. functional analysis
d. intervention
Q:
Even inaccurate self-recording may result in a student's positive behavior change.
Q:
An advantage of transferring behavior management from the teacher to the student is that the student becomes more independent.
Q:
Which of the following designs is often used during a functional analysis?
a. ABAB design
b. multi-element design
c. both a and b
d. none of the above
Q:
During a functional analysis condition a student is presented with a difficult task and begins to scream. The teacher quickly removes the task and the student stops screaming. Which of the following might be the function of his behavior?
a. self-stimulation
b. attention
c. escape
d. none of the above
Q:
Students can never be taught to be accurate in self recording.
Q:
Which of the following is not a condition examined during a functional analysis?
a. attention
b. sleep
c. demand
d. play
Q:
Indirect strategies for gathering functional assessment information on a student include:
a. Anecdotal reports
b. Scatter plot analysis
c. Interview forms, scales and questionnaires
d. ABC descriptive analysis
Q:
Which is NOT considered an occasion in which IDEA requires the development of a behavior support plan?
a. when a student causes disruption in school and community-based educational environments
b. when a student's behavior is such that it may result in a suspension up to ten days
c. when a student's behavior is such that it may result in a change of educational placement
d. when a pattern of behavior impedes the learning of the student or of another student
Q:
Which of the following is considered a setting event?
a. classroom noise or temperature level
b. hunger
c. both a and b
d. none of the above
Q:
Bill will increase his skills in basketball by 50% for 3 weeks.
Q:
Which behavior may serve to gain a tangible object?
a. reading quietly
b. banging a pencil
c. taking notes
d. all of the above
Q:
Ignoring disruptive behavior is a procedure known as:
a. overcorrection
b. response cost
c. time out
d. extinction
Q:
The labels "days," "dates," or "sessions" would be found on the abscissa.
Q:
The time dimension is indicated along the abscissa of a graph.
Q:
Extinction is the elimination of a behavior resulting from the application of aversive procedures.
Q:
General case programming promotes generalization by programming common stimuli.
Q:
"Training sufficient exemplars" is another way of saying that a teacher uses many examples when teaching a student to perform a particular skill.
Q:
The overcorrection procedure which requires that the student restore or correct an environment which he has disturbed to a condition greatly improved beyond its original condition is restitutional overcorrection.