Q&A Hero

Q: Teachers with limited time, resources, and working to meet content standards have found Internet-based practices much more difficult to integrate into the existing curriculum.

Q: Over 80% of middle school students are below the proficient level in comprehension.

Q: Reading and writing are essential for electronic navigation, information sharing, and information retrieval on the Internet.

Q: About two-thirds of all teens are growing up in households with both parents, and most have demonstrated reading and math levels at the basic level or higher.

Q: One of the most promising features of computer technology for promoting authentic communication is word processing.

Q: Schools across the nation have an adequate number of teachers who are qualified or trained to teach new immigrant children.

Q: A pre-typographic world is a world where traditional print literacy is no longer enough.

Q: Youth culture has always been one of the major focuses of scholarship by the psychological, sociological and anthropological communities.

Q: Using technology for drill, practice, and entertainment was found to depress achievement.

Q: Adolescents behave like the adult society that raises them.

Q: Today, nearly 100% of all U.S. public schools have Internet access.

Q: What does it means to be a competent and literate learner in both academic and out-of school contexts?

Q: Concerns about quality software are especially critical for teachers promoting the integration of literacy processes into content area classrooms. What methods can be used to access the value of computer technology?

Q: How do teachers connect adolescent culture and personal interest to the content?

Q: Why has the use of personal digital assistants (PDAs) and handhelds become meaningful to literacy and learning?

Q: What is the role of instruction and text in promoting, sustaining, and engaging the learning within the adolescent community?

Q: Why are virtual field trips useful and how are they conducted?

Q: How can educators accommodate the unique literacy needs of English Language Learners?

Q: What should classroom teachers be concerned about when encouraging students to use web logs and blogs?

Q: What implications do student's culture and ethnic differences have for classroom practice?

Q: What are web logs or blogs and how are they being used in the disciplinary classroom?

Q: To what extent will knowledge about adolescent differences enable educators to draw conclusions about a particular individual student or groups of students' literary needs?

Q: How is the World Wide Web being exploited as a communication medium by teachers?

Q: Is there any demonstrated relationship between adolescent competency and their identity needs? Explain.

Q: How can Internet communication be exploited as a medium for providing authentic learning?

Q: How can educators avoid problems of bias and discrimination against adolescence from diverse cultures and backgrounds and use literacy to develop the identity of students of color?

Q: How do teacher prepare students for a post-typographic world?

Q: Why is language important to adolescent identity?

Q: Why is it important to provide opportunities for creative uses of ICT tools in the disciplinary classroom?

Q: Name at least three organizations or studies concerned with measuring literacy across grades and around the world in order to better inform educators mentioned in the Chapter 1. Describe what they measure.

Q: What are the guidelines teachers should take into consideration when using information and communication technologies in the classroom?

Q: What are several types of print literacy used by adolescents today besides traditional literacy novels and newspapers?

Q: What counts as literacy?

Q: How do adolescents shape their own world or are shaped by the world?

Q: Students can be taught to think critically about primary sources if they learn how to focus on questions pertaining to _________, intent, ___________, and objectivity.

Q: Who are the individuals and groups that make up the youth culture in the U.S.?

Q: The ______________ and the self-reflection activity are two activities that encourage students to _____________ the strategies they have employed.

Q: How would you describe today's adolescents?

Q: Students can be taught how to ask thought-provoking questions by sharing with them high-utility ___________________.

Q: What are some popular stereotypes or myths held by adults about adolescents?

Q: One way to encourage students to use a notetaking strategy that you have taught them is to allow them to use their __________ during an unannounced __________.

Q: When prompting is used by the teacher: a. reinforcers are not to be used b. the "heaviest" prompt is always used c. reinforcement occurs as if prompts had not been used d. the prompt is delivered following a ten second interval

Q: The existence of a functional relation can be determined through use of a reversal design.

Q: When a discriminative stimulus has been presented and a response has failed to occur, a teacher may use:a. a promptb. an instructionc. modelingd. all of the above

Q: The existence of a functional relation can be determined through use of a multiple baseline design.

Q: A stimulus, or group of stimuli, that may reliably set the occasion for a response is: a. positive reinforcement b. discriminative stimuli c. an S delta d. respondent conditioning

Q: One way of using visual inspection for evaluating single subject designs is by looking at the means of the data phases.

Q: The backward chaining procedure requires a student to demonstrate all the steps of a behavioral chain until it is completely mastered.

Q: A multiple baseline design has two phases.

Q: A complex behavior may be learned by reinforcing individual responses occurring in a sequence. This instructional procedure is called antecedent prompting.

Q: A single subject design will provide information concerning which reading series to use in the second grade.

Q: When using backward chaining, the last component is taught first, and other components are added one at a time.

Q: A trend in data is defined as five data points in an obvious direction.

Q: When using the system of least prompts, the teacher starts with the discriminative stimulus and then moves to the least restrictive prompt in her repertoire.

Q: Three data points at zero level of performance is sufficient for a baseline.

Q: Fading is the gradual removal of prompts.

Q: The treatment or intervention procedure that will be used to change a behavior is the dependent variable.

Q: When using time delay, delays are usually only a few minutes.

Q: The behavior to be changed is the dependent variable.

Q: Graduated guidance is a form of least-to-most prompts.

Q: Discuss the benefits to using a bar graph and a cumulative graph.

Q: Using alterations of SΔ's and SD's enable students to make discriminations more easily.

Q: Describe the three purposes for graphs.

Q: A prompted response is NOT under stimulus control.

Q: Construct a basic graph labeling each of the following: axes, abscissa and ordinate labels, data points, and data path.

Q: Prompts are offered before an SD is presented and failed to occasion a response.

Q: List the three ways in which event recording can be converted for reporting and graphing and explain how each conversion is used.

Q: A response that occurs in the presence of an SD is said to be under stimulus control.

Q: Carol is having difficulty with subtraction problems. Over a five day period, out of 20 problems, she has gotten the following number of examples correct: M - 9; T - 11; W - 6; Th - 9; F - 8. Draw a line graph that accurately presents the preceding data.

Q: Discrimination is the ability to tell the difference between environmental events or stimuli.

Q: Which of the following is missing from the following graph?a. student identificationb. ordinate labelc. data pathsd. abscissa

Q: Stimulus control is the term used by applied behavior analysts to describe bringing behavior under control of time, place, and circumstances.

Q: Based on the graph, what type of data collection system was employed?a. event recordingb. interval recordingc. time samplingd. duration

Q: Shaping is used to teach behaviors not currently in students' repertoires.

Q: John has been learning to write his name. During each presentation the teacher has him write each letter in his name once. Which of the following would his teacher use to report his data?a. number of itemsb. percentage of itemsc. rate of itemsd. none of the above

Q: Distinguish between negative reinforcement and punishment?

Q: Event recording can be reported as all of the following except: a. percentage b. rate c. percent of intervals d. number

Q: Define and discuss response-cost procedures. What are the problems associated with this procedure?

Q: A continuity break could be present on a graph for any of the following except: a. student was sick b. winter break c. student was not responding well during the instructional session d. teacher had a meeting

Q: Define noncontingent reinforcement and list the disadvantages of this behavior reduction strategy.