Order the hierarchy of learning
Knowledge, comprehension, analysis, application, synthesis, evaluation
Knowledge, comprehension, application, analysis, synthesis, evaluation
Knowledge, comprehension, application, analysis, evaluation, synthesis
Order the components of hierarchy of response competence
Acquisition, fluency, maintenance, overlearning, generalization
Acquisition, fluency, overlearning maintenance, generaliztion
Acquisition, fluency, maintenance, generalization, overlearning
What components need to be identified in a behavioral objective?
The learner
The target behavior
The conditions of intervention
The educational goals
The criteria for acceptable performance
The team working with the student
Students who do not have disabilities or who have mild disabilities only need educational goals for each curriculum area
For students with severe disabilities or who are very young, a number of learning domains are used to write educational goals. These are:
Cognitive
Motor
Communication
Academic
Self-help
Life-skills
Vocational
Adaptive behavior
Maladaptive behavior
Social
What are the purposes of behavioral objectives?
Improve communication between teachers, parents, students, and the school
Rationale for IEP
Inform students of expectations
Clearly state instructional target to better inform materials and instruction
Improve evaluation and instruction
Match reinforcement schedules to interventions
How do behavioral objective contribute to evaluation?
The teacher has identified and described a discrepancy between current functioning and expected levels, the teacher states the performance criterion and records ongoing progress, then ongoing evaluation of the intervention procedures becomes possible
By enabling teachers to measure the change in behavior from baseline to intervention
They provide a means for team members to evaluate the performance of teachers as they deliver the intervention
What is pinpointing behavior?
Deciding which behavior needs to be changed and why
Specifying in measurable terms, observable terms a behavior targeted for change by gathering data about the behavior and it's occurrences
A description of the behavior before any data gathering
Objectives precede goals
What is the difference between behavioral objectives and educational goals?
Objectives are the indicators for successful implementation Goals are the desired outcomes for the student
Objectives are long term objectives and are statements of annual programme intent Goals are short term or instructional objectives and are statements of actual instructional intent.
Objectives are short term or instructional objectives and are statements of actual instructional intent. Goals are long term objectives and are statements of annual programme intent
What are 6 elements that are part of an IEP?
The extent that the student will be able to participate in general education programmes and modifications necessary
The students most recent academic results
appropriate objective criteria and evaluation procedures and schedules for determining whether short term instructional objectives are being achieved
A statement of the students present levels of educational performance
A statement of intent to modify behavior
A statement of the specific special education and related services to be provided to the student
Projected family outcomes for interventions
Appropriate materials to be used in instruction
Projected dates for initiation of services and the anticipated duration of the services
A statement of measurable annual goals for students with mild disabilities or a statement of annual goals and short term instructional objectives for students with more severe disabilities
The RTI model is
Reinforcment, timing, instruction
Response to intervention
Ready to intervene
The basic RTI model has 3 tiers. They are:
Tier 1: School, grade, classwide practices acknowledged as basic to good instruction and behavior management
Tier 1: Strategies to deal with low level disruption and individual students who are consistently unsettled and off task
Tier 2: Practices aimed at moderately defiant, resistant, or challenging behaviour
Tier 2: Targeted practices such as small group work for students having difficulty, social skills training, and self-management strategies
Tier 3: Provided by special ed professionals and are highly individualised, provide extensive report, and are sustained over longer periods of time
Tier 3: Practices aimed at addressing aggressive behavior and managing classroom safety
