SPE 306 Final Exam (Dr. Mack's EBD Class)

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Questions and Answers

What is an Independent Group-Oriented Contingency?

Same consequence is in effect for the entire group; each member must meet the goal set by the teacher for participation.

What is an Interdependent Group-Oriented Contingency?

The group is treated as a single individual; for the group to get a reinforcer, they must reach the predetermined criterion.

What is a Dependent Group-Oriented Contingency?

One student affects the whole group; the group must reach the level set by the teacher as a whole.

What is Differential Reinforcement?

A set of effective procedures that rely on reinforcement for behavior change. Signup and view all the answers

What is the Premack Principle?

Behaviors that people normally engage in, termed high-probability behaviors, could be used to reinforce low-probability behaviors. Signup and view all the answers

What is Positive Behavior Support?

A proactive approach to improve student behavior using positive reinforcements. Signup and view all the answers

What is Response Cost?

A procedure in which a previously earned reinforcer is removed after students engage in a previously defined target behavior to reduce later probability. Signup and view all the answers

What is a Social Reinforcer?

Positive attention, feedback, and approval by the teacher. Signup and view all the answers

What is an Activity Reinforcer?

Giving a reward for activities that students are less likely to engage in. Signup and view all the answers

What is a Token Reinforcer?

Giving the student a token when they exhibit the target behavior. Signup and view all the answers

What is a Tangible Reinforcer?

Giving the student a tangible item for following the performance of desired behavior. Signup and view all the answers

What is an Edible Reinforcer?

Giving the student an edible item following the performance of desired behavior. Signup and view all the answers

Which form of classroom time should be minimized?

Transition Signup and view all the answers

Disruptive behavior reduces _______ time.

Engaged Signup and view all the answers

Which of the following has not been shown to be an effective instructional procedure?

Providing work that is above students' ability level to ensure academic growth Signup and view all the answers

In which of Rosenshine's teaching functions should teachers most frequently interact with students individually?

Independent practice Signup and view all the answers

The main purpose of which of Rosenshine's functions of instruction is to provide opportunities to develop fluency?

Guided practice Signup and view all the answers

Which of the following is an important student behavior highly correlated with effective teacher behaviors?

Correct academic responding Signup and view all the answers

The process approach to teaching writing focuses on:

The procedures that skilled writers use to produce written products Signup and view all the answers

Which of the following is not supported in research as an effective technique to teach students with EBD?

Discovery learning or inquiry-based learning Signup and view all the answers

Study Notes

Group-Oriented Contingencies

Independent Group-Oriented Contingency: Same consequence applies to the entire group; each member must meet specific participation goals.
Interdependent Group-Oriented Contingency: Groups function as a single entity; all members must meet a set criterion for the group to earn reinforcers.
Dependent Group-Oriented Contingency: One student's performance influences the entire group; the group must achieve a collective goal set by the teacher.

Reinforcement Strategies

Differential Reinforcement: A set of strategies that enhance behavior change through the use of reinforcement.
The Premack Principle: High-probability behaviors can reinforce low-probability behaviors, facilitating behavior modification.
Positive Behavior Support: A proactive approach to enhance student behavior and create a supportive environment.
Response Cost: A strategy where a previously earned reinforcer is withdrawn following undesired behavior to reduce its occurrence.

Types of Reinforcers

Social Reinforcer: Positive feedback and attention from teachers, such as being first in line.
Activity Reinforcer: Rewards given for engaging in less preferred activities, such as errands for the teacher.
Token Reinforcer: Tokens awarded for demonstrating target behaviors, such as points or stamps.
Tangible Reinforcer: Physical items given for desired behaviors, such as trading cards.
Edible Reinforcer: Food items offered following the performance of desired behaviors, like pizza or gum.

Classroom Management

Minimize Transition Time to optimize classroom efficiency.
Disruptive Behavior reduces Engaged Time, impacting overall learning.

Effective Instructional Techniques

Providing work above students' ability is NOT effective for growth.
Frequent Individual Interaction and feedback during Independent Practice is essential.
Guided Practice is critical for developing fluency and linking new knowledge with prior content.
Correct Academic Responding correlates strongly with effective teacher behaviors.

Writing Instruction

The process approach emphasizes the methods skilled writers use: planning, writing, editing, and publication.

Instruction Techniques for EBD Students

Peer-Mediated Instruction, Direct Instruction, and Formative Assessment are effective; Discovery Learning is not supported for EBD students.

Progress Monitoring

Progress Monitoring (PM) is more sensitive to small performance changes compared to norm-referenced tests, highlighting its advantages in evaluating student progress.

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Description

Prepare for your SPE 306 final exam with these flashcards focusing on group-oriented contingencies. Each term provides an essential definition that helps clarify concepts related to effective group behaviors in educational settings. Test your understanding and retention of crucial terminologies for success in the class.