EDSPE 510 Say Facts

EDSPE 510 Say FactsEDSPE 510 Say Facts

Brooke Freeburg 2008Brooke Freeburg 2008

01.10 01.10 QUALITATIVE QUALITATIVE information is … information is …

Non-numericNon-numeric

01.19 01.19 ACCOUNTABILITY ACCOUNTABILITY meansmeans

1) Showing others1) Showing others

2) What’s been accomplished2) What’s been accomplished

3) Garnering established 3) Garnering established consequencesconsequences

01.0101.01 Levels of Levels of involvement with involvement with

informationinformation

MeasurementMeasurementAssessmentAssessmentEvaluationEvaluation

01.08 01.08 EVALUATION is … EVALUATION is …

1) Making decisions1) Making decisions

2) Taking action2) Taking action

01.05 01.05 RELIABILITY is RELIABILITY is

Confidence that it can be Confidence that it can be duplicatedduplicated

01.17 01.17 Instructional Instructional PLANNING decisions PLANNING decisions

includeinclude

1) WHAT to teach1) WHAT to teach

2) HOW to teach2) HOW to teach

01.02 01.02 MEASUREMENT is MEASUREMENT is … …

Gathering informationGathering information

01.18 01.18 Ongoing Ongoing INSTRUCTIONALINSTRUCTIONALdecisions includedecisions include

1) WHETHER to change instruction1) WHETHER to change instruction

2) WHEN to change instruction2) WHEN to change instruction

3) HOW to change instruction3) HOW to change instruction

01.07 01.07 ASSESSMENT is …ASSESSMENT is …1) Putting information in 1) Putting information in perspective (usually by)perspective (usually by)

2) Comparing to standard or 2) Comparing to standard or expectedexpected

01.06 01.06 ACCURACY is ACCURACY is

Corresponding to “reality”Corresponding to “reality”

01.11 01.11 QUANTITATIVE QUANTITATIVE information is information is

NumericNumeric

01.03 01.03 Measurement Measurement issues issues

ValidityValidity

ReliabilityReliability

AccuracyAccuracy

01.04 01.04 VALIDITY is VALIDITY is

Doing what it’s supposed to Doing what it’s supposed to dodo

01.16 01.16 Program Program PLACEMENT decisions PLACEMENT decisions

includeinclude1) WHERE to place a student1) WHERE to place a student2) WHAT services to provide2) WHAT services to provide

3) WHEN to change placement or 3) WHEN to change placement or servicesservices

01.14 01.14 SCREENING is … SCREENING is …

1) FINDING people who1) FINDING people who

2) MAY need special help and 2) MAY need special help and whowho

3) should be assessed 3) should be assessed FURTHERFURTHER

01.09 01.09 Types of Types of information information

1) Quantitative1) Quantitative

2) Qualitative2) Qualitative

01.12 01.12 Measurement / Measurement / Assessment /Assessment /

Evaluation PurposesEvaluation Purposes

1) Simple DOCUMENTATION1) Simple DOCUMENTATION2) SCREENING2) SCREENING3) DIAGNOSIS3) DIAGNOSIS

4) Program PLACEMENT4) Program PLACEMENT5) Instructional PLANNING5) Instructional PLANNING6) Ongoing INSTRUCTION6) Ongoing INSTRUCTION

7) ACCOUNTABILITY7) ACCOUNTABILITY

01.15 01.15 DIAGNOSIS is … DIAGNOSIS is …

IDENTIFYING specific IDENTIFYING specific conditioncondition

01.13 01.13 DOCUMENTATION DOCUMENTATION isis

1) Recording information for1) Recording information for

2) Unspecified purposes2) Unspecified purposes

01.03 01.03 Measurement Measurement issues issues

ValidityValidity

ReliabilityReliability

AccuracyAccuracy

01.02 01.02 MEASUREMENT is MEASUREMENT is … …

Gathering informationGathering information

01.18 01.18 Ongoing Ongoing INSTRUCTIONALINSTRUCTIONALdecisions includedecisions include

1) WHETHER to change instruction1) WHETHER to change instruction

2) WHEN to change instruction2) WHEN to change instruction

3) HOW to change instruction3) HOW to change instruction

01.15 01.15 DIAGNOSIS is … DIAGNOSIS is …

IDENTIFYING specific IDENTIFYING specific conditioncondition

04.0504.05 The SITUATION is The SITUATION is1) The set of IMMEDIATE 1) The set of IMMEDIATE

CONDITIONS thatCONDITIONS that2) “SET THE STAGE” for the 2) “SET THE STAGE” for the

behavior to occur andbehavior to occur and3) remain CONSTANT throughout 3) remain CONSTANT throughout

the sessionthe session

04.1104.11 To be ALLOWED, a To be ALLOWED, a performance must ...performance must ...

1) be AGE appropriate or expected1) be AGE appropriate or expected2) take LITTLE manager time or2) take LITTLE manager time or

3) LESSEN manager's workload &3) LESSEN manager's workload &4) not conflict with OTHER demands on 4) not conflict with OTHER demands on

thethemanager's time, or it must be ofmanager's time, or it must be of

5) special WORTH to the manager5) special WORTH to the manager

04.1904.19 Ideal AIM FOR Ideal AIM FOR GENERALIZEDGENERALIZED

PERFORMANCE ...PERFORMANCE ...

1) the individual CHOOSES TO 1) the individual CHOOSES TO USE the skillUSE the skill

2) without artificial prompts or 2) without artificial prompts or incentivesincentives

04.0604.06 EVENTS BEFORE EVENTS BEFORE areare

1) EVENTS (stimuli, cues)1) EVENTS (stimuli, cues)2) occurring BEFORE the movement 2) occurring BEFORE the movement

cycle thatcycle that3) might/should INFLUENCE MC 3) might/should INFLUENCE MC

occurrenceoccurrence4) but will eventually STOP4) but will eventually STOP

5) REGARDLESS of whether the MC 5) REGARDLESS of whether the MC occursoccurs

04.0204.02 Parts of an IEP Parts of an IEP OBJECTIVEOBJECTIVE

1) Individualized target movement1) Individualized target movement2) assessment/use conditions2) assessment/use conditions

3) Performance aim3) Performance aim4) Aim date4) Aim date

5) Person(s) responsible5) Person(s) responsible

04.1704.17 PROGRESS PROGRESS PROFICIENCY is ...PROFICIENCY is ...

1) progressing through 1) progressing through successive objectivessuccessive objectives

2) rapidly enough to meet2) rapidly enough to meet

3) overall goal in time3) overall goal in time

04.1004.10 Use an ALP Use an ALP whenever ...whenever ...

1) it is not possible to teach1) it is not possible to teach

2) at the terminal level of the 2) at the terminal level of the curriculumcurriculum

04.0304.03 Parts of a complete Parts of a complete BEHAVIORALBEHAVIORAL

DESCRIPTION (or DESCRIPTION (or plan)plan)

1) Special ESTABLISHING 1) Special ESTABLISHING ConditionsConditions

2) SITUATION2) SITUATION3) EVENTS BEFORE/UNTIL3) EVENTS BEFORE/UNTIL

4) MOVEMENT CYCLE4) MOVEMENT CYCLE5) EVENTS AFTER/ARRANGED5) EVENTS AFTER/ARRANGED

04.0904.09 An ALP is an... An ALP is an...

Advanced Learning ProbeAdvanced Learning Probe

04.1404.14 MAINTENANCE is MAINTENANCE is1) Continued effective use of 1) Continued effective use of

a skilla skill

2) With frequent opportunities2) With frequent opportunities

3) After instruction is 3) After instruction is terminatedterminated

04.1604.16 INTERMEDIATE INTERMEDIATE PROFICIENCYPROFICIENCY

ensures ...ensures ...

1) progress1) progress

2) in next step of 2) in next step of curriculumcurriculum

04.1804.18 A behavior is A behavior is FUNCTIONAL if it ...FUNCTIONAL if it ...

1) Gains access to environments1) Gains access to environments2) Reinforces others for interacting2) Reinforces others for interacting

3) increases independence3) increases independence4) addresses cultural norms4) addresses cultural norms

04.2004.20 Levels of control Levels of control over a SKILL ...over a SKILL ...1) CAN DO under very special 1) CAN DO under very special

circumstancescircumstances2) WILL DO upon request2) WILL DO upon request

3) DOES DO without prompts 3) DOES DO without prompts when appropriatewhen appropriate

04.1204.12 In order for AIMS to ensure In order for AIMS to ensure the new behavior will effectivelythe new behavior will effectivelyCOMPETE, they must provide...COMPETE, they must provide...

1) CONFIDENCE that new skill will compete with1) CONFIDENCE that new skill will compete with2) OTHER learner skills2) OTHER learner skills

3) MANAGER expectations & patience3) MANAGER expectations & patience4) PEER performances4) PEER performances

5) To be EFFECTIVE in achieving those ends,5) To be EFFECTIVE in achieving those ends,6) TARGET the highest level of6) TARGET the highest level of

7) EFFICIENCY possible7) EFFICIENCY possible

04.0904.09 An ALP is an... An ALP is an...

Advanced Learning ProbeAdvanced Learning Probe

04.0404.04 ESTABLISHING ESTABLISHING CONDITIONS areCONDITIONS are1) Conditions antecedent to the 1) Conditions antecedent to the

situationsituation2) that establish the2) that establish the

3) Basic discriminative/reinforcing 3) Basic discriminative/reinforcing value ofvalue of

4) Events that might effect 4) Events that might effect behaviorbehavior

04.0704.07 EVENTS UNTIL are EVENTS UNTIL are1) EVENTS (stimuli, cues)1) EVENTS (stimuli, cues)

2) occurring REPEATEDLY or 2) occurring REPEATEDLY or continuouslycontinuously

3) BEFORE the movement cycle that3) BEFORE the movement cycle that4) might/should INFLUENCE MC 4) might/should INFLUENCE MC

occurrenceoccurrence5) and will CONTINUE UNTIL the MC 5) and will CONTINUE UNTIL the MC

occursoccurs

04.0104.01 Parts of a Parts of a BEHAVIORALBEHAVIORALOBJECTIVEOBJECTIVE

1) Situation1) Situation

2) Critical function2) Critical function

3) Movement cycle3) Movement cycle

4) Performance aims4) Performance aims

04.1304.13 TERMINAL TERMINAL PROFICIENCY PROFICIENCY

ensures...ensures...

1) maintenance/retention/use of 1) maintenance/retention/use of skillskill

2) after instruction is terminated2) after instruction is terminated

04.0804.08 AIMS should specify a AIMS should specify a performance which will performance which will allow the learner to ...allow the learner to ...

1) ADVANCE to a level of1) ADVANCE to a level of

2) INDEPENDENCE, and2) INDEPENDENCE, and

3) MAINTAIN skill at a level 3) MAINTAIN skill at a level that isthat is

4) of SERVICE to the individual4) of SERVICE to the individual

04.1504.15 RETENTION is RETENTION is

1) Continued effective use of a 1) Continued effective use of a skillskill

2) With infrequent opportunities2) With infrequent opportunities

3) After instruction is terminated3) After instruction is terminated

04.1004.10 Use an ALP Use an ALP whenever ...whenever ...

1) it is not possible to teach1) it is not possible to teach

2) at the terminal level of the 2) at the terminal level of the curriculumcurriculum

04.0304.03 Parts of a complete Parts of a complete BEHAVIORALBEHAVIORAL

DESCRIPTION (or plan)DESCRIPTION (or plan)

1) Special ESTABLISHING 1) Special ESTABLISHING ConditionsConditions

2) SITUATION2) SITUATION3) EVENTS BEFORE/UNTIL3) EVENTS BEFORE/UNTIL

4) MOVEMENT CYCLE4) MOVEMENT CYCLE5) EVENTS AFTER/ARRANGED5) EVENTS AFTER/ARRANGED

02.1202.12 Real test of a MC Real test of a MC description isdescription is

1) two or more people1) two or more people2) count it2) count it

3) and agree3) and agree

02.0202.02 DEAD MAN TEST is DEAD MAN TEST is ... ...

1) If a dead-man can do it1) If a dead-man can do it2) or look like he's doing it2) or look like he's doing it3) then it's not behavior3) then it's not behavior

02.0502.05 Only __?__ MCs Only __?__ MCs should be countedshould be counted

WHOLE or completeWHOLE or complete

02.0102.01 Behavior is … Behavior is …

MovementMovement

02.0402.04 CRITICAL CRITICAL FUNCTIONFUNCTION

is DESIRED impact of is DESIRED impact of behaviorbehavior

02.1002.10 A DECELERATION A DECELERATION TARGETTARGET

is something you want to is something you want to DECREASEDECREASE

02.1102.11 A FAIR PAIR is A FAIR PAIR is

1) never a deceleration target1) never a deceleration target2) w/o an acceleration target2) w/o an acceleration target

02.0702.07 Characteristics of a Characteristics of a MOVEMENTMOVEMENT

CYCLECYCLE

1) Movement1) Movement2) definite beginning/end2) definite beginning/end3) repeatable3) repeatable

02.0802.08 A well CALIBRATED A well CALIBRATED MC isMC is

1) EQUALITY of effort1) EQUALITY of effort2) related to OBJECTIVE2) related to OBJECTIVE

3) EASY to assess3) EASY to assess

02.0302.03 CRITICAL EFFECT CRITICAL EFFECT is ... is ...

ACTUAL impact of behaviorACTUAL impact of behavior

02.0602.06 MCs are complete MCs are complete whenwhen

NEXT movement can beginNEXT movement can begin

02.0902.09 An ACCELERATION An ACCELERATION TARGETTARGET

is something you want to is something you want to INCREASEINCREASE

02.0802.08 A well CALIBRATED A well CALIBRATED MC isMC is

1) EQUALITY of effort1) EQUALITY of effort2) related to OBJECTIVE2) related to OBJECTIVE

3) EASY to assess3) EASY to assess

02.1102.11 A FAIR PAIR is A FAIR PAIR is

1) never a deceleration target1) never a deceleration target2) w/o an acceleration target2) w/o an acceleration target

02.0202.02 DEAD MAN TEST is DEAD MAN TEST is ... ...

1) If a dead-man can do it1) If a dead-man can do it2) or look like he's doing it2) or look like he's doing it3) then it's not behavior3) then it's not behavior

02.0502.05 Only __?__ MCs Only __?__ MCs should be countedshould be counted

WHOLE or completeWHOLE or complete

05.1905.19 NO CHANCE DAY NO CHANCE DAY indicated by... indicated by...

blank day lineblank day line

05.3005.30 No-count No-count frequencies are frequencies are

charted (where?)charted (where?)

below the record floorbelow the record floor

05.2705.27 Aim frequency Aim frequency indicated by ... indicated by ...

cross-line of aim starcross-line of aim star

05.3105.31 Symbol used to Symbol used to chart a no-count chart a no-count

frequency =frequency ="?" (a question mark placed below the "?" (a question mark placed below the record floor)record floor)

05.2005.20 Day Types: Day Types:1) charted1) charted2) ignore2) ignore

3) charted3) charted4) charted4) charted

5) no chance5) no chance6) charted6) charted

05.1305.13 "Ex" (x) indicates "Ex" (x) indicates

a deceleration targeta deceleration target

05.0105.01 SESSION CHART SESSION CHART means...means...

1) data for next session 1) data for next session plotted onplotted on

2) next line2) next line

05.1205.12 Dot (•) indicates Dot (•) indicatesan acceleration targetan acceleration target

05.1005.10 Record Floor (RF) Record Floor (RF) Symbol =Symbol =

Dashed line across dayDashed line across day

05.1105.11 Record Ceiling (RC) Record Ceiling (RC) Symbol =Symbol =

Dashed line across dayDashed line across day

05.2905.29 NO-COUNT NO-COUNT FREQUENCY (or) RATE FREQUENCY (or) RATE

is ...is ...

frequency based on count of frequency based on count of zerozero

05.0305.03 Performance Performance SCALE TYPES:SCALE TYPES:

1) ADD/SUBTRACT (equal 1) ADD/SUBTRACT (equal interval)interval)

2) MULTIPLY/DIVIDE 2) MULTIPLY/DIVIDE (semilog/ratio)(semilog/ratio)

05.2305.23 is the symbol is the symbol for an …for an …

acceleration aim staracceleration aim star

05.0805.08 CALENDAR CALENDAR COORDINATION COORDINATION

means ...means ...

dates on all charts line-updates on all charts line-up

05.1705.17 FREQUENCY DAY FREQUENCY DAY indicated by ...indicated by ...

charted frequency (rate)charted frequency (rate)

05.2605.26 AIM DATE AIM DATE means ...means ...

target date for reaching target date for reaching aimaim

05.1505.15 NO CHANCE DAY NO CHANCE DAY meansmeans

performance not performance not practicedpracticed

05.0605.06 DARK DAY-lines DARK DAY-lines are...are...

SundaysSundays

05.2405.24 AIM STARS drawn AIM STARS drawn at the intersection at the intersection

of ...of ...

1) the aim-frequency1) the aim-frequency

2) and aim-date2) and aim-date

05.0705.07 DARK FREQUENCY- DARK FREQUENCY-lines are ...lines are ...

1's and 5's in any cycle1's and 5's in any cycle

05.0205.02 CALENDAR CHART CALENDAR CHART means ... means ...

1) each day of the calendar1) each day of the calendar

2) has own line2) has own line

05.3205.32 Phase change line Phase change line placed correctly?placed correctly?

nono

05.2105.21 Day Types: Day Types:1) ignore1) ignore2) charted2) charted3) charted3) charted4) no chance4) no chance5) charted5) charted6) charted6) charted

05.0405.04 One ratio chart One ratio chart CYCLE =CYCLE =

a x10 (times ten) changea x10 (times ten) change

05.0505.05 STANDARD STANDARD 'CELERATION CHART 'CELERATION CHART

developed by...developed by...

1) O.R. Lindsley1) O.R. Lindsley

2) Carl Koënig2) Carl Koënig

05.3205.32 Phase change line Phase change line placed correctly?placed correctly?

nono

05.0905.09 1st date on 1st 1st date on 1st chart usually =chart usually =

1st Sunday in September1st Sunday in September

05.2505.25 AIM FREQUENCY AIM FREQUENCY means ...means ...

desired performancedesired performance

05.2205.22 is the symbol is the symbol for a …for a …

deceleration aim stardeceleration aim star

05.1605.16 NO LINES NO LINES connecting connecting

frequencies across ...frequencies across ...

1) no chance days1) no chance days

2) phase change lines2) phase change lines

05.1805.18 IGNORE DAY IGNORE DAY indicated by ... indicated by ...

line pointing to next/last line pointing to next/last frequencyfrequency

05.2805.28 Aim date indicated Aim date indicated by ...by ...

day on which aim star is placedday on which aim star is placed

05.3405.34 Phase change line Phase change line placed correctly?placed correctly?

yesyes

05.3205.32 Phase change line Phase change line placed correctly?placed correctly?

nono

6.01 6.01 Celeration is…Celeration is…1)1) Root of acceleration and decelerationRoot of acceleration and deceleration

2)2) Rate of progressRate of progress

3)3) Also called “learning statement”Also called “learning statement”

06.0206.02 Minimum Minimum Celeration isCeleration is

The least acceptable rate of The least acceptable rate of progress progress

06.0306.03 DRAW Minimum DRAW Minimum Celeration lineCeleration line

1)1) From START MARKFrom START MARK

2)2) To AIM STARTo AIM STAR

06.0506.05 Change program Change program when when

1)1) THREE days in a rowTHREE days in a row

2)2) On WRONG side of minimum ‘celeration On WRONG side of minimum ‘celeration line, orline, or

3)3) Progression FLAT for 5 daysProgression FLAT for 5 days

06.06 06.06 Raise minimum Raise minimum ‘celeration line if ‘celeration line if

1)1) THREE days in a rowTHREE days in a row

2)2) x2.0 ABOVE in the Minimum x2.0 ABOVE in the Minimum Celeration lineCeleration line

06.0706.07 Move on to new Move on to new program when program when

One day at aimOne day at aim

06.0806.08 Alternate methods Alternate methods for setting the Minimum for setting the Minimum

Celeration line Celeration line 1)1) Pupil can CATCH-UP to peers or competitionPupil can CATCH-UP to peers or competition

2)2) At least as high as we know the CHILD CAN DOAt least as high as we know the CHILD CAN DO

3)3) At level we know the TEACHERS CAN DO wellAt level we know the TEACHERS CAN DO well

4)4) At a STANDARD x/1.25 that most call “OK”At a STANDARD x/1.25 that most call “OK”

06.09 06.09 Set correct/error Set correct/error Minimum Celeration Minimum Celeration

lines…lines…

1)1) One at a timeOne at a time

2)2) Starting with conceptsStarting with concepts

Change something? Change something?

Yes (3 days in a row have Yes (3 days in a row have fallen below the minimum fallen below the minimum

‘celeration line)‘celeration line)

Change something? Change something?

NO (3 successive days have not NO (3 successive days have not yet fallen below the line and yet fallen below the line and

progress have not been flat for the progress have not been flat for the last 5 or 6 days)last 5 or 6 days)

Change something? Change something?

Yes (progression flat for 5 or 6 Yes (progression flat for 5 or 6 days, even thought performance days, even thought performance

has not fallen below the line 3 has not fallen below the line 3 days in a row )days in a row )

Change something? Change something?

Yes (performances more than x2 Yes (performances more than x2 above the minimum ‘celeration above the minimum ‘celeration

line, so raise minimum ‘celeration line, so raise minimum ‘celeration line and an earlier aim-date set)line and an earlier aim-date set)

8.01 Reinforcement without 8.01 Reinforcement without performing target behavior performing target behavior

ask…ask…

Is reinforcement contingent Is reinforcement contingent on others? on others?

08.02 Reinforcement IS 08.02 Reinforcement IS contingent oncontingent on

others, so problem isothers, so problem is

1) COMPETING REINFORCER,1) COMPETING REINFORCER,

2) Stronger reinforcement available for2) Stronger reinforcement available for

3) Other, less desirable behavior3) Other, less desirable behavior

08.03 If COMPETING 08.03 If COMPETING REINFORCERREINFORCER

problem, thenproblem, then

1) ALTER CONTINGENCIES and/or1) ALTER CONTINGENCIES and/or

2) AMPLIFY EFFICIENCY of the desired 2) AMPLIFY EFFICIENCY of the desired behaviorbehavior

08.04 ALTER 08.04 ALTER CONTINGENCIESCONTINGENCIES

means...means...

1) ask/train people to1) ask/train people to

2) reinforce desirable behavior 2) reinforce desirable behavior andand

3) not reinforce undesirable 3) not reinforce undesirable behaviorbehavior

08.05 AMPLIFY 08.05 AMPLIFY EFFICIENCY means...EFFICIENCY means...

1) change target behavior to1) change target behavior to

2) increase chances of2) increase chances of

3) effective natural 3) effective natural reinforcementreinforcement

08.06 Reinforcement NOT 08.06 Reinforcement NOT contingent oncontingent on

others, so problem isothers, so problem is

1) COMPETING BEHAVIOR, so1) COMPETING BEHAVIOR, so2) LESS DESIRABLE behaviors2) LESS DESIRABLE behaviors

3) are REINFORCED3) are REINFORCED4) MORE EASILY than desired behavior4) MORE EASILY than desired behavior

08.07 If COMPETING 08.07 If COMPETING BEHAVIORBEHAVIORproblem...problem...

1) AMPLIFY EFFICIENCY of desired 1) AMPLIFY EFFICIENCY of desired behavior, orbehavior, or

2) Decrease efficiency of 2) Decrease efficiency of competing behaviorcompeting behavior

08.08 GENERALIZED ONCE and 08.08 GENERALIZED ONCE and thenthen

not again...not again...

1) REINFORCING FUNCTION 1) REINFORCING FUNCTION problem,problem,

2) manipulate reinforcers, or2) manipulate reinforcers, or3) schedules of reinforcement3) schedules of reinforcement

08.09 INCOMPLETE or08.09 INCOMPLETE orINAPPROPRIATEINAPPROPRIATE

GENERALIZATION...GENERALIZATION...

1) DISCRIMINATION problem, 1) DISCRIMINATION problem, soso

2) manipulate stimuli2) manipulate stimuli

08.10 NO GENERALIZATION 08.10 NO GENERALIZATION at all, soat all, so

1) GENERAL TRAINING 1) GENERAL TRAINING FORMAT problem,FORMAT problem,

2) look at ALL elements of 2) look at ALL elements of trainingtraining