EDF 6227 - Precision Teaching Exam 2023 Answered 100% Correct

Precision Teaching Guiding Principles - ANSWER-1. Focus on Directly Observable Behavior 2. Frequency as a Measure of Performance 3. The Standard Celeration Chart 4. The Learner Knows Best Precision Teaching (PT) - ANSWER-Focuses on learner's performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart. - learning is best measured as a change in response rate, - learning most often occurs through proportional changes in behavior and past changes in performance can project future learning Precision Teaching (Lindsley) - ANSWER-"basing educational decisions on changes in continuous self-monitored performance frequencies (frequency of responding) displayed on 'Standard Celeration charts'" (Lindsley, 1992a, p. 51). Free Operant (Lindsley) - ANSWER-"students are free to respond at their own pace without having restraints placed on them by the limits of the materials or the instructional procedures of the teachers" (Lindsley, 1990b, p. 10) Precision Teaching shapes and measuring free-operant behavior. Restricted-operant behavior is - ANSWER-behavior that is built using discrete-trial methods, where a distinct antecedent stimulus is presented and only one response can be emitted (Pear, 2001). Free-operant behavior is - ANSWER-behavior that is not constrained by an antecedent and consequence stimuli for each response; rather, the behavior occurs repeatedly and often at a high frequency. Specifically, the organism is free to respond (Sidman, 1960) Frequency, the fundamental unit of analysis in PT, is - ANSWER-the average number of responses during each minute of the assessment period (White, 1986, p. 523) Counts per Minute Operant - ANSWER-any behavior that is voluntary Rate of Response - ANSWER-the frequency with which a response occurs in a certain period of time Four Free Operant Freedoms - ANSWER-1. Freedom to Present Stimuli 2. Freedom to Form Responses 3. Freedom to Repeat Responses 4. Freedom to Speed Freedom to Present Stimuli - ANSWER-"The learner is always ideally ready and is never caught napping or off balance when free to present stimuli; the freedom to 'self-pace' or 'self-present' is the best known operant freedom." - The freedom to present the stimuli fosters response rhythms. Response rhythms are crucial for developing high-fluency frequencies (e.g. flipping SAFMED cards) - Freedom to stop and start over is another presentation freedom, which is almost always used by precision teachers in fluency building. Freedom to Form Responses - ANSWER-"the learner (should be) free to select the most comfortable response form and to vary that form during experimental sessions to overcome boredom and fatigue. The wide response class also permitted different individuals to use their own, unique, most comfortable response form" - Freedom to make your own is the ultimate freedom to form. Freedom to Repeat Responses - ANSWER-the freedom to repeat answers and to self-correct. Freedom to Speed - ANSWER-The freedom to speed in repeating responses. Removing behavior ceilings. Pinpointing (in PT) - ANSWER-Specifying in measurable, observable terms a behavior targeted for change. (similar to operational definition). Action+Counted+Context = Pinpoint Learning Channels (in PT) - ANSWER-A Linked unit of "sensory ins" and "behavior outs" Movement Cycle (in PT) - ANSWER-Beginning and end of an occurrence of a specific target behavior. Action + Counted (object of action) Generative Instruction - ANSWER-Instruction that is carefully designed to produce skills that are not directly taught.