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EDSPE 510 Say Facts Brooke Freeburg 2008. 01.10 QUALITATIVE information is … Non-numeric.

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Presentation on theme: "EDSPE 510 Say Facts Brooke Freeburg 2008. 01.10 QUALITATIVE information is … Non-numeric."— Presentation transcript:

1 EDSPE 510 Say Facts Brooke Freeburg 2008

2 01.10 QUALITATIVE information is … Non-numeric

3 01.19 ACCOUNTABILITY means 1) Showing others 2) What’s been accomplished 3) Garnering established consequences

4 01.01 Levels of involvement with information Measurement Assessment Evaluation

5 01.08 EVALUATION is … 1) Making decisions 2) Taking action

6 01.05 RELIABILITY is Confidence that it can be duplicated

7 01.17 Instructional PLANNING decisions include 1) WHAT to teach 2) HOW to teach

8 01.02 MEASUREMENT is … Gathering information

9 01.18 Ongoing INSTRUCTIONAL decisions include 1) WHETHER to change instruction 2) WHEN to change instruction 3) HOW to change instruction

10 01.07 ASSESSMENT is … 1) Putting information in perspective (usually by) 2) Comparing to standard or expected

11 01.06 ACCURACY is Corresponding to “reality”

12 01.11 QUANTITATIVE information is Numeric

13 01.03 Measurement issues ValidityReliabilityAccuracy

14 01.04 VALIDITY is Doing what it’s supposed to do

15 01.16 Program PLACEMENT decisions include 1) WHERE to place a student 2) WHAT services to provide 3) WHEN to change placement or services

16 01.14 SCREENING is … 1) FINDING people who 2) MAY need special help and who 3) should be assessed FURTHER

17 01.09 Types of information 1) Quantitative 2) Qualitative

18 01.12 Measurement / Assessment / Evaluation Purposes 1) Simple DOCUMENTATION 2) SCREENING 3) DIAGNOSIS 4) Program PLACEMENT 5) Instructional PLANNING 6) Ongoing INSTRUCTION 7) ACCOUNTABILITY

19 01.15 DIAGNOSIS is … IDENTIFYING specific condition

20 01.13 DOCUMENTATION is 1) Recording information for 2) Unspecified purposes

21 01.03 Measurement issues ValidityReliabilityAccuracy

22 01.02 MEASUREMENT is … Gathering information

23 01.18 Ongoing INSTRUCTIONAL decisions include 1) WHETHER to change instruction 2) WHEN to change instruction 3) HOW to change instruction

24 01.15 DIAGNOSIS is … IDENTIFYING specific condition

25 04.05 The SITUATION is 1) The set of IMMEDIATE CONDITIONS that 2) “SET THE STAGE” for the behavior to occur and 3) remain CONSTANT throughout the session

26 04.11 To be ALLOWED, a performance must... 1) be AGE appropriate or expected 2) take LITTLE manager time or 3) LESSEN manager's workload & 4) not conflict with OTHER demands on the manager's time, or it must be of 5) special WORTH to the manager

27 04.19 Ideal AIM FOR GENERALIZED PERFORMANCE... 1) the individual CHOOSES TO USE the skill 2) without artificial prompts or incentives

28 04.06 EVENTS BEFORE are 1) EVENTS (stimuli, cues) 2) occurring BEFORE the movement cycle that 3) might/should INFLUENCE MC occurrence 4) but will eventually STOP 5) REGARDLESS of whether the MC occurs

29 04.02 Parts of an IEP OBJECTIVE 1) Individualized target movement 2) assessment/use conditions 3) Performance aim 4) Aim date 5) Person(s) responsible

30 04.17 PROGRESS PROFICIENCY is... 1) progressing through successive objectives 2) rapidly enough to meet 3) overall goal in time

31 04.10 Use an ALP whenever... 1) it is not possible to teach 2) at the terminal level of the curriculum

32 04.03 Parts of a complete BEHAVIORAL DESCRIPTION (or plan) 1) Special ESTABLISHING Conditions 2) SITUATION 3) EVENTS BEFORE/UNTIL 4) MOVEMENT CYCLE 5) EVENTS AFTER/ARRANGED

33 04.09 An ALP is an... Advanced Learning Probe

34 04.14 MAINTENANCE is 1) Continued effective use of a skill 2) With frequent opportunities 3) After instruction is terminated

35 04.16 INTERMEDIATE PROFICIENCY ensures... 1) progress 2) in next step of curriculum

36 04.18 A behavior is FUNCTIONAL if it... 1) Gains access to environments 2) Reinforces others for interacting 3) increases independence 4) addresses cultural norms

37 04.20 Levels of control over a SKILL... 1) CAN DO under very special circumstances 2) WILL DO upon request 3) DOES DO without prompts when appropriate

38 04.12 In order for AIMS to ensure the new behavior will effectively COMPETE, they must provide... 1) CONFIDENCE that new skill will compete with 2) OTHER learner skills 3) MANAGER expectations & patience 4) PEER performances 5) To be EFFECTIVE in achieving those ends, 6) TARGET the highest level of 7) EFFICIENCY possible

39 04.09 An ALP is an... Advanced Learning Probe

40 04.04 ESTABLISHING CONDITIONS are 1) Conditions antecedent to the situation 2) that establish the 3) Basic discriminative/reinforcing value of 4) Events that might effect behavior

41 04.07 EVENTS UNTIL are 1) EVENTS (stimuli, cues) 2) occurring REPEATEDLY or continuously 3) BEFORE the movement cycle that 4) might/should INFLUENCE MC occurrence 5) and will CONTINUE UNTIL the MC occurs

42 04.01 Parts of a BEHAVIORAL OBJECTIVE 1) Situation 2) Critical function 3) Movement cycle 4) Performance aims

43 04.13 TERMINAL PROFICIENCY ensures... 1) maintenance/retention/use of skill 2) after instruction is terminated

44 04.08 AIMS should specify a performance which will allow the learner to... 1) ADVANCE to a level of 2) INDEPENDENCE, and 3) MAINTAIN skill at a level that is 4) of SERVICE to the individual

45 04.15 RETENTION is 1) Continued effective use of a skill 2) With infrequent opportunities 3) After instruction is terminated

46 04.10 Use an ALP whenever... 1) it is not possible to teach 2) at the terminal level of the curriculum

47 04.03 Parts of a complete BEHAVIORAL DESCRIPTION (or plan) 1) Special ESTABLISHING Conditions 2) SITUATION 3) EVENTS BEFORE/UNTIL 4) MOVEMENT CYCLE 5) EVENTS AFTER/ARRANGED

48 02.12 Real test of a MC description is 1) two or more people 2) count it 3) and agree

49 02.02 DEAD MAN TEST is... 1) If a dead-man can do it 2) or look like he's doing it 3) then it's not behavior

50 02.05 Only __?__ MCs should be counted WHOLE or complete

51 02.01 Behavior is … Movement

52 02.04 CRITICAL FUNCTION is DESIRED impact of behavior

53 02.10 A DECELERATION TARGET is something you want to DECREASE

54 02.11 A FAIR PAIR is 1) never a deceleration target 2) w/o an acceleration target

55 02.07 Characteristics of a MOVEMENT CYCLE 1) Movement 2) definite beginning/end 3) repeatable

56 02.08 A well CALIBRATED MC is 1) EQUALITY of effort 2) related to OBJECTIVE 3) EASY to assess

57 02.03 CRITICAL EFFECT is... ACTUAL impact of behavior

58 02.06 MCs are complete when NEXT movement can begin

59 02.09 An ACCELERATION TARGET is something you want to INCREASE

60 02.08 A well CALIBRATED MC is 1) EQUALITY of effort 2) related to OBJECTIVE 3) EASY to assess

61 02.11 A FAIR PAIR is 1) never a deceleration target 2) w/o an acceleration target

62 02.02 DEAD MAN TEST is... 1) If a dead-man can do it 2) or look like he's doing it 3) then it's not behavior

63 02.05 Only __?__ MCs should be counted WHOLE or complete

64 05.19 NO CHANCE DAY indicated by... blank day line

65 05.30 No-count frequencies are charted (where?) below the record floor

66 05.27 Aim frequency indicated by... cross-line of aim star

67 05.31 Symbol used to chart a no-count frequency = "?" (a question mark placed below the record floor)

68 05.20 Day Types: 1) charted 2) ignore 3) charted 4) charted 5) no chance 6) charted

69 05.13 "Ex" (x) indicates a deceleration target

70 05.01 SESSION CHART means... 1) data for next session plotted on 2) next line

71 05.12 Dot () indicates an acceleration target

72 05.10 Record Floor (RF) Symbol = Dashed line across day

73 05.11 Record Ceiling (RC) Symbol = Dashed line across day

74 05.29 NO-COUNT FREQUENCY (or) RATE is... frequency based on count of zero

75 05.03 Performance SCALE TYPES: 1) ADD/SUBTRACT (equal interval) 2) MULTIPLY/DIVIDE (semilog/ratio)

76 05.23 is the symbol for an … acceleration aim star

77 05.08 CALENDAR COORDINATION means... dates on all charts line-up

78 05.17 FREQUENCY DAY indicated by... charted frequency (rate)

79 05.26 AIM DATE means... target date for reaching aim

80 05.15 NO CHANCE DAY means performance not practiced

81 05.06 DARK DAY-lines are... Sundays

82 05.24 AIM STARS drawn at the intersection of... 1) the aim-frequency 2) and aim-date

83 05.07 DARK FREQUENCY-lines are... 1's and 5's in any cycle

84 05.02 CALENDAR CHART means... 1) each day of the calendar 2) has own line

85 05.32 Phase change line placed correctly? no

86 05.21 Day Types: 1) ignore 2) charted 3) charted 4) no chance 5) charted 6) charted

87 05.04 One ratio chart CYCLE = a x10 (times ten) change

88 05.05 STANDARD 'CELERATION CHART developed by... 1) O.R. Lindsley 2) Carl Koënig

89 05.32 Phase change line placed correctly? no

90 st date on 1st chart usually = 1st Sunday in September

91 05.25 AIM FREQUENCY means... desired performance

92 05.22 is the symbol for a … deceleration aim star

93 05.16 NO LINES connecting frequencies across... 1) no chance days 2) phase change lines

94 05.18 IGNORE DAY indicated by... line pointing to next/last frequency

95 05.28 Aim date indicated by... day on which aim star is placed

96 05.34 Phase change line placed correctly? yes

97 05.32 Phase change line placed correctly? no

98 6.01 Celeration is… 1) Root of acceleration and deceleration 2) Rate of progress 3) Also called “learning statement”

99 06.02 Minimum Celeration is The least acceptable rate of progress

100 06.03 DRAW Minimum Celeration line 1) From START MARK 2) To AIM STAR

101 06.05 Change program when 1) THREE days in a row 2) On WRONG side of minimum ‘celeration line, or 3) Progression FLAT for 5 days

102 06.06 Raise minimum ‘celeration line if 1) THREE days in a row 2) x2.0 ABOVE in the Minimum Celeration line

103 06.07 Move on to new program when One day at aim

104 06.08 Alternate methods for setting the Minimum Celeration line 1) Pupil can CATCH-UP to peers or competition 2) At least as high as we know the CHILD CAN DO 3) At level we know the TEACHERS CAN DO well 4) At a STANDARD x/1.25 that most call “OK”

105 06.09 Set correct/error Minimum Celeration lines… 1) One at a time 2) Starting with concepts

106 Change something? Yes (3 days in a row have fallen below the minimum ‘celeration line)

107 Change something? NO (3 successive days have not yet fallen below the line and progress have not been flat for the last 5 or 6 days)

108 Change something? Yes (progression flat for 5 or 6 days, even thought performance has not fallen below the line 3 days in a row )

109 Change something? Yes (performances more than x2 above the minimum ‘celeration line, so raise minimum ‘celeration line and an earlier aim-date set)

110 8.01 Reinforcement without performing target behavior ask… Is reinforcement contingent on others?

111 08.02 Reinforcement IS contingent on others, so problem is 1) COMPETING REINFORCER, 2) Stronger reinforcement available for 3) Other, less desirable behavior

112 08.03 If COMPETING REINFORCER problem, then 1) ALTER CONTINGENCIES and/or 2) AMPLIFY EFFICIENCY of the desired behavior

113 08.04 ALTER CONTINGENCIES means... 1) ask/train people to 2) reinforce desirable behavior and 3) not reinforce undesirable behavior

114 08.05 AMPLIFY EFFICIENCY means... 1) change target behavior to 2) increase chances of 3) effective natural reinforcement

115 08.06 Reinforcement NOT contingent on others, so problem is 1) COMPETING BEHAVIOR, so 2) LESS DESIRABLE behaviors 3) are REINFORCED 4) MORE EASILY than desired behavior

116 08.07 If COMPETING BEHAVIOR problem... 1) AMPLIFY EFFICIENCY of desired behavior, or 2) Decrease efficiency of competing behavior

117 08.08 GENERALIZED ONCE and then not again... 1) REINFORCING FUNCTION problem, 2) manipulate reinforcers, or 3) schedules of reinforcement

118 08.09 INCOMPLETE or INAPPROPRIATE GENERALIZATION... 1) DISCRIMINATION problem, so 2) manipulate stimuli

119 08.10 NO GENERALIZATION at all, so 1) GENERAL TRAINING FORMAT problem, 2) look at ALL elements of training


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