1
Q
self-management
A
self-management typically refers to applying behavioral or cognitive-behavioral principles to modify one’s own behavior
2
Q
self-recording
A
self-management based on keeping records of response frequencies
3
Q
self-monitoring
A
popular form of self-management; requires self-observation
4
Q
backup reinforcers
A
may be necessary to evaluate accuracy of self-recording
5
Q
reactivity
A
behavior change as a result of self-monitoring process alone
6
Q
self-monitoring utility
A
managing academic and behavior problems in students with and without disabilities
7
Q
self-monitoring may improve
A
on-task behavior; attention; reduced disruptive behavior; academic productivity & accuracy
8
Q
self-monitoring less effective for
A
emotional and behavioral disorders
9
Q
self-management efficacy lower for students who
A
do not want to change behavior
10
Q
self-management procedure
A
cuing mechanism for student to determine behavior and record at time of cue
11
Q
self-management utility (Rhode, Morgan, Young)
A
initial behavior change; maintaining improvements after teacher-managed strategies
12
Q
self-management step 1
A
token reinforcement & systematic feedback; teacher awards points at intervals
13
Q
primary objective at beginning of self-management
A
mechanism for teachers to provide frequent and meaningful numerical feedback
14
Q
classroom rules
A
should be clearly posted, presented, and taught
15
Q
predetermined intervals
A
typically 15 minutes
16
Q
5 point scale
A
totally unacceptable— all rules followed
17
Q
5
A
all rules followed
18
Q
4
A
very good (minor rule infraction)
19
Q
3
A
average (broke 1 or more rules)
20
Q
2
A
below average
21
Q
1
A
poor
22
Q
0
A
totally unacceptable
23
Q
point allocations
A
must be consistent and based on careful observations; rate individually with brief explanation
24
Q
self-management step 2
A
matching teacher & student ratings with 100% of students; bonus point if matching
25
purpose of matching
begin self-evaluation process
26
self-management step 3
eliminate matching for 50% of students; random checks; others keep points
27
self-management step 4
eliminate matching for 67% (only 33% checked)
28
self-management step 5
eliminate matching for 84% (only 16% checked)
29
self-management step 6
eliminate all matching; lengthen intervals; occasional surprise matches
30
final step outcome
students learn an effective self-monitoring strategy across settings/teachers
31
peer-mediated interventions
used to increase academic performance & remediate skill deficits
32
peer-mediated interventions increase learning
academic engagement + opportunities to respond = academic achievement
33
dyadic pairs
can be same-age or cross-age
34
effective peer-tutoring components
appropriate pairings; switching roles; reinforcement; error correction strategies
35
appropriate pairings
avoid best friends and worst enemies
36
classwide peer-tutoring procedures
weekly competing teams; tutor–tutee pairs switch; points; modeled correction; teacher points
37
classwide peer-tutoring training
explanation; modeling; role play; practice
38
advantages of classwide peer-tutoring
opportunities to respond; exposure; evidence-based
39
cooperative learning difference
includes individual accountability
40
numbered heads together
procedure of group answers with random number selection
41
cooperative learning best used for
practicing learned material; single-answer tasks
42
behavioral principles apply to
parents
43
adversarial parent-school relationships
arise from punishment/negative experiences historically
44
important to provide parents
empathy, cultural sensitivity, encouragement, support
45
communicate assessment results
prior to the meeting
46
common goals
both want child to succeed
47
contact parents with
good news
48
behavioral contracting success requires
parents following through at home
49
motivational consequences
example: bedtime flexibility used as motivator
50
sleep problems
affect behavior; not often considered; not controllable at school
51
typical day interview bedtime questions
bedtime set? routine? resistance frequency? parent responses?
52
increasing probability of effective sleep
consistent bedtime; cool temp; no electronics; bed used for sleep only
53
fba
functional behavior assessment
54
fba goals
identify, describe, classify problems; describe behavior & functional relationships
55
behavior foundational ideas
does not occur in vacuum; product of interactions among variables
56
after identifying functional relationship
develop tier 3 interventions
57
behavior change should be
socially significant and meaningful
58
critical questions
why behavior? what to reduce/increase?
59
no two individuals same because
unique learning history; same behavior different function; functions vary by setting
60
bips/interventions must address
student-specific function(s)
61
fba info informs
intervention design matched to function
62
fba required
when legally required; tier 1/2 unsuccessful; individualized support needed
63
nys fba regulations
identify behavior; operationalize; contextual factors; hypothesis
64
fba hypothesis
general conditions and probable maintaining consequences
65
educational placement changes
may occur from code-of-conduct violations
66
fba must determine
if violation relates to disability or IEP implementation
67
fba legally required when
placement change; >10-day suspension; 45-day alt setting for drugs/weapons; due process placement
68
when to conduct fba (recommended)
behavior impedes learning; dangerous; nearing 10-day suspension
69
discovering function
antecedent; consequence; teach replacement behavior serving same function
70
topography
description of behavior; operational definition
71
naturally occurring contingencies
more powerful than arranged consequences
72
intervention effectiveness
depends on competing with existing contingencies
73
aversive consequences
may eliminate behavior but unethical without alternatives
74
antecedent
functionally related trigger to behavior
75
frustration antecedents
ignored responses; complex material; lack of communication vocabulary
76
understimulation antecedents
boredom; being ignored; nonfunctional activity; slow pacing
77
overstimulation antecedents
environment; excessive prompting; fast pace
78
cico
targeted tier 2 PBIS intervention involving daily check-ins and check-outs
79
cico purpose
reduce behavior problems for non-responsive tier 1 students
80
cico frequency/duration
daily cycle; minimum 30 days; intensified with more feedback
81
cico behavioral principles
prompting; behavioral skills training; contingent adult attention; token reinforcement
82
cico steps
check-in; daily point cards; teacher feedback; check-out; home communication
83
cico step 1
check-in; verify yesterday; review expectations; set goals
84
cico step 2
daily point cards rated during transitions
85
daily point cards purpose
ongoing feedback; accountability; monitor progress; structure
86
cico step 3
teacher feedback multiple times with ratings & verbal comments
87
cico step 4
check-out; summarize points; deliver rewards
88
cico step 5
home communication; signed card returned
89
behavior contract
written agreement outlining behavior-reward contingency
90
behavior contract goal
decrease problem behavior; increase academic responding
91
behavior contract components
task/behavior; reward; task record
92
behavior contract task/behavior
WHO/WHAT/WHERE/WHEN/HOW; example given
93
behavior contract reward
must be specific; examples provided
94
behavior contract task record
tracks performance; ensures review; keeps student engaged
95
behavior contract advantages
cost-effective; flexible; permanent product
96
behavior contract mechanism
establishes contingencies; reinforcement delayed; premack principle
97
premack principle
high-probability behavior reinforces low-probability behavior; verbal mediation
98
implementing behavior contract
observe; identify; set criteria; choose reward; outline contingencies; collect data
99
behavior contract issues
too short/easy; too long; fidelity issues
100
contract-bound issue
students improve only targeted behaviors; may stop old gains
101
teacher→self contracting progression
partial student control → shared → manager → full student control
102
group contingencies
reinforcers contingent on group or individual behaviors
103
dependent group contingency
one-for-all; based on one student’s behavior
104
dependent GC works for
students reinforced by attention
105
independent group contingency
each-on-own; based on individual performance
106
independent GC criteria
may be identical or individualized
107
interdependent group contingency
all-for-one; everyone meets criterion
108
interdependent GC styles
shared criterion; shared total; group average
109
classwide GC steps
post expectations; teach them; reinforce them
110
choosing target behaviors
socially relevant; operationalized; easy to learn; practice needed
111
choosing groups
match needs; avoid grouping all challenging students
112
earning points
choose which contingency type to use
113
reward system
points for desired behavior
114
response cost
groups lose points for undesired behavior
115
length of contingency
specify when it occurs
116
frequency of reward
how often students can earn reward
117
reward access
timing of reward (immediate vs delayed)
118
dependent GC issues
students singled out; reduced engagement
119
independent GC issues
less cooperation; ability differences; reinforcer dilution
120
interdependent GC issues
peer conflict; perceived unfairness
121
interdependent GC reduces behavior
by 80–84%
122
good behavior game
teams compete; least rule violations wins
123
good behavior game effective for
students with/at risk for EBD or high interfering behavior
124
school-home notes & DRC key features
frequent feedback; contingencies; collaboration
125
DRC vs SHN feedback
DRC = more frequent feedback
126
SHN vs DRC collaboration
SHN = more home–school collaboration
127
SHN/DRC implementation
select behaviors; define; format; goals & reinforcement
128
choosing target behavior questions
observability; importance; priority
129
SHN progress monitoring limits
unknown psychometrics; qualitative; behaviors may not fit monitoring goals
130
SHN/DRC goals
challenging but realistic; require minimum points/percentage
131
goal criteria
use baseline data
132
student success rate
70–80%
133
100% success goal
too easy
134
SHN supported for
wide range of behaviors; tier 2/3; special education
135
online SHN/DRC tools
Google Docs; ClassDojo
136
SHN/DRC problems
many teachers; fidelity; stigma; involvement; home–school mismatch
137
SHN/DRC best when
all parties engaged
138
SHN/DRC biggest influence
teacher buy-in
139
SHN/DRC problem solving
open communication; modifications
beh cont & int final
flashcards
Decks in class (3)
# Cards
