Repertoire - ANSWER-a collection of skills that the learner is already proficient in
Activities - ANSWER-something that the learner spent time doing
... [Show More] may or may not be proficient
Entry level repertories - ANSWER-help determine where instruction will begin, evaluate current/existing skill sets.
Pretests - ANSWER-quick snapshot of Evalution, can determine mastery vs lack of mastery, use if unsure if the learner will be successful at learning new repertoire
Placement tests - ANSWER-sampling of various skill levels, can indicate where to start instruction, not the best at identifying entry level repertoire, give detail on skill area
Pinpointing - ANSWER-a curriculum based assessment approached used in precision teaching/aba, sample performance of skills are evaluated, best placement test for determining entry level repertoire.
Drilling down even deeper(relating to entry level repertoire) - ANSWER-conduct a component analysis to identify more basic skills if the earner cannot perform the pinpoint
Precision teaching - ANSWER-A system for precisely defining and continuously measuring dimensional features of behavior and analyzing behavioral data on the SCC to make timely and effective data based decisions to accelerate behavioral repertoires.
Chart, try try again, decide
Critical features of precision teaching - ANSWER-accelerating behavioral repertoires, precise behavior definitions, continuous observation dimensional measurement, SCC, and timely and effective data based decisions.
psychomotor learning - ANSWER-kinesthetic repertoires, chains, and responses
psychomotor learning - ANSWER-learning that involves how to move certain muscles in a precise way, learning how to, involves muscles, focus on form/topography
simple cognitive learning - ANSWER-verbal repertoires, sequences(serial memory algorithms, paired association, multiple discriminations(be familair with these terms)
complex cognitive learning - ANSWER-strategies, principles, concepts,
Component/composite skills - ANSWER-3 tiers: tool skills, components, composites
tool skills - ANSWER-minimal responses that are at the core of many if not all of the skills an concepts inherent in the content area. the most basic fundamental skill.
component skills - ANSWER-building blocks tat depend on 1+ tool skill, relative concepts and are not static
composite skills - ANSWER-higher-level performance es that socially validate a learners mastery of a content area, made of components
Example of tool skills - ANSWER-a tool skill of reading would be letter identification, a tool skill of tacting with adjectives would be a non-vocal object labeling.
Critical attributes - ANSWER-defines the thing being taught, necessary for positive reinforcement, mutually exclusive, i the attribute changed/omitted the learned unit completely changes, every example of a learned unit has all critical attributes
Variable attributes - ANSWER-accompanies but doesn't define the thing being taught, not all required for positive reinforcement, often the source of stimulus control problems in instruction, if changed just a new example, purposely manipulated
Uncontrolled attributes - ANSWER-accompanies but doesn't define the thing being taught, not required for positive reinforcement, often the source of stimulus control problems in instruction, if changed just anew example, purposely left uncontrolled*. (good for generalization) *still things that we can control but choosing not too.*
Examples of critical attributes: a cup - ANSWER-holds liquid, opens to access liquid at the top, body of object is cylinder, small enough to hold in 1 hand
Examples of variable attributes: a cup - ANSWER-size, presence/absence of a handle, held/not held, empty/full, perspective
Examples of uncontrolled attributes: a cup - ANSWER-color, size, texture, material, shape of opening
3 parts of a pinpoint - ANSWER-learning channel, movement cycle, context
learning channel - ANSWER-in: Free, touch, taste, see, hear, feel, sniff
-out: aim, do, draw, emote, marker, match, say, select, tap, free, write
movement cycle - ANSWER-action verb + object:
Verb+ s + singular obejct
Context - ANSWER-when/where/with whom/with what
Pinpoint for taking a pictures - ANSWER-See-do takes picture of a flower in garden
See-do presses bottom to take picture in garden
Pinpoint for writing number - ANSWER-Hear-writes number on paper in classroom
Hear-writes on white board in classroom
Pinpoint for washing dishes - ANSWER-See-do washes plate at the sink
Fluency aims - ANSWER-predicted speed/pace(and accuracy) for behavior for masterful performance, mastery is defined as fluency, once hit aims measure outcomes
inputs - ANSWER-Free, touch, taste, see, hear, feel, sniff
outputs - ANSWER-aim, do, draw, emote, marker, match, say, select, tap, free, write
Retention - ANSWER-to perform t a comparable frequency after a period of no practice
endurance - ANSWER-to perform for extended period of tine without fatigue
stability - ANSWER-to perform without getting distracted
application - ANSWER-to perform on a more complex task or in a new setting
fluency - ANSWER-when a skill is effortless, automatic, non-hesitant, can produce RESA*
what if the fluency aim doesn't exist? - ANSWER-Normative sampling
Normative sampling - ANSWER-test proficient learners and get an average of their scores, observe a sample of normative peer frequencies., 3 induvial that have to be fluent in the skill, age doesn't matter.
Tips for aims - ANSWER-always write them as per minute even if your timing length is not a minute, allows for standardization across all aims, typically dependent upon learning channel.
objectives - ANSWER-terminal level of scope at mastery levels of performance, the condition under which performance is expected, a frequency criteria, an accuracy criteria, the exact nature of the response
psychomotor: kinesthetic repertoires - ANSWER-a collection of responses and chains occurring in the presence of appropriate stimuli (driving a stick shift truck in traffic)
psychomotor: chains - ANSWER-connection of multiple motor responses in a sequence to from a complex or chained response (drawing a face by eyes, ears, nose, mouth and hair)
psychomotor: responses - ANSWER-performing a single motor behavior (twisting a door knob)
simple cognitive learning - ANSWER-basic stimulus-response relations, sequences, and expansive detailed verbal repertoires, following a verbal sequence, a set of responses
Simple cognitive: sequences - ANSWER-producing a set of sequential responses for an activity (following steps to bake cake)
Simple cognitive: verbal repertoires, - ANSWER-acquiring many different types of associations and sequences producing a large verbal repertoire, (describing personal info not well known)
Simple cognitive: multiple discriminations - ANSWER-discriminating differences between two or more stimuli (between different breeds of dog)
Simple cognitive: serial memory - ANSWER-responding to a particular stimulus by producing a series of associations in a specific sequence(reciting alphabet in order)
Simple cognitive: algorithms - ANSWER-following a sequence dependent step-by-step procedure
paired associations - ANSWER-a set of responses made to a set of stimuli(naming all primary colors)
Complex cognitive learning - ANSWER-The induvial applies and integrates previous learning to new contexts , learning that involves the learner to respond functionally to concepts or to novel stimuli or novel stimulus, generalization and application
Complex cognitive: strategies - ANSWER-a series of multistep associations and procedures that can include any psychomotor, simple or complex, cogitive skills to deal with a new situation. (placing animals in correct categories using the knowledge of fish and principles of invertBrea and vertebrae anatomy
Complex cognitive: principles - ANSWER-a rule that sets a relationship between two or more concepts (fish amphibians, birds, and mammals are all vertebrae animals. if animal has backbone it is a vertebrae animal)
Complex cognitive: concepts - ANSWER-a set of stimuli in which all members share the same characteristics (learning that fish includes tuna, redfish, grouper, trout) [Show Less]