Classroom and Behavior Management Final

What should an operational behavior include?

-Concrete description of the behavior -Examples and non-examples of the behavior

What questions should be considered when selecting a target behavior to measure?

-Is the target behavior appropriate for the development level of my students? -How long has the target behavior been occurring? -Would improving the target behavior offer increased access to reinforcement from the natural environment?

What are some vulnerable decision points based on national data?

-afternoons -non-classroom areas -subjective problem behaviors

What are good ways to determine if core features of classroom management were implemented with fidelity?

-direct observation checklist of classroom practices -self-assessment of classroom practices -direct behavior ratings (DBR)

Neutralizing routines may include...

-strategies to delay decision making until you can act in line with your values -strategies to re-frame the situation to see the student as successful -strategies to take care of yourself to prevent setting events from occurring, which may impact your ability to act in line with your values

Define the following group contingency: Interdependent

All for one: each student's behavior is required for the whole group to reach some specified level of performance for the whole group to receive a consequence

Setting Event

An antecedent stimulus or event that temporarily alters the value of the consequence and explains variations in behavior

Discriminative Stimulus (SD)

An antecedent stimulus that signals that reinforcement is available, contingent upon a specific response

What is Positive Behavior Intervention Supports?

An approach that focuses on redesigning environments and teaching functional skills. An approach that is based on Behavioral Theory and Applied Behavior Analysis. An approach that emphasizes strategies designed to encourage appropriate behavior, and deemphasizes aversive strategies to discourage inappropriate behavior.

Behavior

An observable or measurable act of an individual learner

Consequence

Any observable and measurable stimulus presented contingent on a particular response

What is the best order for the following: A. What is the nature of the problem (who, what, why) B. Are core/enhanced features of practice implemented with fidelity C. How will you enhance implementation, (intensify, modify, or select/add features) and D. Are all individuals achieving desired outcomes?

B, D, A, C

What would be the best way to illustrate types of behaviors that fall into various categories (e.g. number of office discipline referrals written for each student in a school)?

Bar graph

What teaching strategy might you use for teaching a new complex or multi-step skill?

Chaining

What should you do to evaluate if your instructor was effective resulted in a behavior change)

Collect data on the student's behavior

What 3 things should be used to adjust your use of reinforcement within your classroom?

Data, time of year/phase of learning, and specific needs of your students

What should you do to teacher a rule/expectation?

Define the rule, provide positive and negative teaching examples, and actively involve the students in the lesson

A student currently gets out of her seat about 5 times during a 30-minute activity. The teacher implements a plan in which the student is reinforced if she gets out of her seat 2 or fewer times during a 30-minute activity. What type of differential reinforcement is this?

Differential reinforcement of lower rates of behavior (DRL)

What is an example of positive punishment (if they successfully result in decreases in future behavior)?

Error correction

Simulus Control

Established by using a matrix to define expectations within classroom routines

True/False: A review of the research literature indicates that there is clear and compelling evidence that external rewards are detrimental to intrinsic motivation

False

True/False: planned ignoring is an appropriate way to respond to inappropriate behavior

False

True/False: recognition systems are only appropriate for students. Adults do not benefit from reinforcement

False

True/False: when engaging in active supervision, you should focus only the students engaged in appropriate behavior and not correct students who are engaged in inappropriate behaviors

False

Which cognitive decision-making systems is most involved with implicit bias?

Fast

Last Thursday, Rebecca was able to give me a concise definition for stimulus control each time I asked, with relatively few errors and at a desired pace. When I asked her to state the definition 1 week later, she stared blankly until I reminded her of the definition. (After being reminded, she was again able to state the definition each time I asked with few errors and at a desired pace.) Which phase of learning best describes her current performance?

Fluency

What using instruction classroom management techniques, what task dimension should you consider?

History

Duration

How long an individual engages in a behavior

Rate

How often a behavior occurs in a specified period of time (frequency/time)

The use of dimensions of behavior is to...

Identify an appropriate measurement system

If you notice students are off task during a lesson, what instructional management strategy might you consider?

Increase the number and type of opportunities to respond

What are three instructional strategies that are likely to decrease problem behaviors in the classroom?

Interspersing easier tasks, varying tasks, and providing student choice

What would be the best way to illustrate patterns fo behavior across time (e.g. "words read correctly per minute" across days)?

Line graph

Showing or fully demonstrating what you want a student to do

Modeling

What is respondent conditioning?

Occurs when an unconditioned stimulus, which elicits an unconditioned response, is paired with a neutral stimulus; as a result of the pairing, the neutral stimulus elicits the now "conditioned" response

Define the following group contingency: Dependent

One for all: performance of an individual (or small group) results in consequences for the whole group

If you wanted to estimate the frequency of off-task behavior (e.g. staring into space, fidgeting, etc.), what would be the best system of measurement?

Partial Interval Recording

Permanent Product

Permanent and tangible effects or outcomes of a behavior

What is an example of common prompts seen in schools?

Posters or expectations displayed in various settings in the school

What kind of statement is the following: There are more students tardy for class this month than last month. These are most likely to occur during 5th period (right after lunch), and with a large number of students (roughly 50% of the class), and the tardiness appears to be related to getting access to peers and down time.

Precision problem stating

During instruction, how do you decrease the likelihood of problem behavior in the classroom?

Present and reinforce expectations at the beginning of the lesson

The PBS framework promotes the use of _____ strategies over _____ strategies

Proactive or Antecedent over Reactive or Consequence

What should you do when a student engages in "expectation-following" or appropriate behavior?

Provide contingent, specific feedback

What should you do when a student engages in "expectation-violating" or inappropriate behavior?

Provide contingent, specific feedback, state what you would like the student to do differently in the future, and re-teach the rule in the context of the routine

What are three ways than an effective classroom teacher should do?

Provide each student with multiple opportunities to respond, actively engage students in observable ways, and actively involve the students in the lesson

Shaping

Reinforcing successive approximations of a desired behavior

What is an example of a strategy to increase student opportunities to respond?

Response cards

Reinforcing successive approximations of a desired behavior

Shaping

Culture is a group of individuals that engage in sets of overt/verbal behaviors with a _____ that differentiates one group from another and can predict future behavior

Shared learning history

Modeling

Showing or fully demonstrating what you want a student to do

Event Based Systems

Tally the number of times a student engages in a behavior in an observation period

Give an example of a predictable classroom routine

Teacher has a bin to collect homework and folders for students to pick up missed work and taught students how to use them

Latency

The amount of time elapsed between the presentation of an instruction (SD) and the beginning of the behavior

In order to determine if a consequence is reinforcing or punishing, you must know what?

The effect of the consequence on future occurrences of the behavior

Force

The intensity of a behavior

Frequency

The number of times an individual engages in a behavior within an observation period

Getting a break after taking a quiz if you finish early is an example of which type of group contingency?

To each his/her own (independent)

Define the following group contingency: Independent

To each his/her own: the same goal is set for all learners in the group; however, consequences are delivered individually - they are based on the performance of each individual rather than the group

True/False: Response cost is withdrawal of specific amounts of reinforcement, contingent upon inappropriate behavior

True

True/False: Teaching the general case includes carefully planning examples to promote generalization

True

True/False: When you use a token economy, the learner is immediately rewarded with the token reinforcer (e.g. a buck/ticket) that words toward earning a back-up reinforcer (e.g. an item from their menu, special activity)

True

True/False: it is important to take data and carefully monitory the implementation and outcomes of group contingencies to ensure negative side effects (peer pressure, negative stigma) do not occur and that desired outcomes are achieved

True

True/false: the "big idea" about schedules of reinforcement is to A. begin with a rich reinforcement schedule and B. fade to a schedule that seems unpredictable, as these schedules result in desired increases in behavior and are most resistant to extinction (so they facilitate maintenance)

True

A teacher gives students a 5-minute break about every 60 minutes (average of 60 min, range of 50-70) the first time they are following directions (when the teacher looks up after the time has elapsed). What schedule of reinforcement is this?

Variable interval

Time Based Estimates

Ways to estimate the number of times a behavior occurs

Topography

What a behavior looks like (shape and form)

Positive Punishment (SP+)

When a stimulus is presented (given), contingent upon a behavior, that functions to decrease the future probability of that behavior

Positive Reinforcement (SR+)

When a stimulus is presented (given), contingent upon a behavior, that functions to increase the future probability of that behavior

Negative punishment (SD-)

When a stimulus is removed (taken away), contingent upon a behavior, that functions to decrease the future probability of that behavior

Negative reinforcement (SR-)

When a stimulus is removed/taken away, contingent upon a behavior, that functions to increase the future probability of that behavior

Extinction

When reinforcement is withheld from a previously reinforced behavior and the behavior "disappears"

Locus

Where a behavior occurs (refers to both the physical setting and location on the victim's body)

Anecdotal Reports

Written description of virtually everything that is going on within a setting for a particular event

What are three defining features of reinforcement and one not?

Yes: It's a consequence-based strategy, it can occur when stimuli are given or taken away contingent on behavior, and it results in an increase in the future probability of behavior No: Results in a decrease of the future probability of behavior

What are three critical features of error corrections and one that is not?

Yes: deliver in a calm/neutral/business-like tone in a quiet voice, specifically tell the learner exactly what they are doing incorrectly and what they can do differently in the future, and ensure the content is instructionally focused No: include an extended conversation problem solving ways to correct the situation immediately after the behavior

When developing a token economy, what three things should you do and one that you should not?

Yes: determine and teach target skills, define decision rules to change/modify the plan, and select tokens No: allow the students to negotiate the number of tokens required for exchange each time they exchange

When developing and implementing a behavioral contract, you should do what 3 things but not this

Yes: do not give the learner the reward unless they meet the specified goal, ensure that the contract is both honest and fair, and clearly define the behavior and reinforcers (which are are contingent on the learner performing the target behavior) No: Reward the performance before it occurs

What are three defining features of punishment and one not?

Yes: it's a consequence-based strategy, it can occur when stimuli are given or taken away contingent on behavior, and it results in a decrease in the future probability of behavior No: it results in an increase in the future probability of behaivor

To establish stimulus control, you should do what three things and not what?

Yes: provide reinforcement when the learner engages in the desired response (R1) in the presence of the discriminative stimulus (SD), withhold reinforcement when the learner engages in responses other than the desired response (R1) in the presence of the discriminative stimulus (SD), and withhold reinforcement when the learner engages in the desired response (R!) in the presence of the other stimuli (S-delta) No: provide reinforcement when the learner engages in any response in the presence of the discriminative stimulus (SD)

What three things has the science of behavior taught us and one thing it has not?

Yes: students learn through reinforcement and punishment, students are not born with "good" or "bad" behaviors, and students learn when they are taught directly and are provided with positive feedback No: Students behaviors are not affected by the environment; heredity exclusively determines behavior

What are three are defining features of "time out" and one that is not?

Yes: the student must be in a reinforcing environment/activity/situation (prior to removal), the reinforcing environment/activity/situation is removed (or the student from it) and is contingent on problem behavior, and the removal should be brief No: removal must be long and involve completion of a problem-solving routine

What are three critical features of specific praise and one not?

Yes: verbal statement, delivered immediately after the behavior, and specifically states the desired behavior demonstrated No: Always delivered publicly

Neutralizing routines should be used each time...

a vulnerable decision point is recognized

When designing the physical arrangement of your classroom, you should...

ensure adequate supervision of all areas, designate clear staff and student areas, and minimize crowding

When using prompts, you should do what three things?

fade prompts as quickly as possible, avoid unplanned prompts, and use the weakest prompt necessary

What are three examples of proactive tier 2 classroom management strategies?

increase student opportunities to respond establish, post, and teach behavioral expectations maximize structure

What does active supervision involve?

moving around the environment, scanning the environment, and interacting with students

What are three examples of negative punishment (if they successfully result in decreases in future behavior)?

planned ignoring, response cost, and time out

Classroom expectations should be...

positively stated, mutually exclusive, easy to remember

What are three key elements of SWPBS?

systems, outcomes, and data

When considering a packed social skills curriculum, you should always consider what three things?

the evidence base supporting the curriculum, a plan to help students generalize their learning across the school day, and the need for the curriculum balanced against the potential lost academic instructional time

If you plan to use response cost...

you should ensure that the number of positives outweighs the number of correctives (costs) to ensure the student stays out of debt