KirstyT
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Masters Applied Behavour Analysis (Preparing behavioral objectives) Quiz on Behavioral objectives, created by KirstyT on 28/12/2014.

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Behavioral objectives

Behavioral objectives

Question 1 of 13

1

Order the hierarchy of learning

Select one of the following:

  • Knowledge, comprehension, analysis, application, synthesis, evaluation

  • Knowledge, comprehension, application, analysis, synthesis, evaluation

  • Knowledge, comprehension, application, analysis, evaluation, synthesis

Explanation

Question 2 of 13

1

Order the components of hierarchy of response competence

Select one of the following:

  • Acquisition, fluency, maintenance, overlearning, generalization

  • Acquisition, fluency, overlearning maintenance, generaliztion

  • Acquisition, fluency, maintenance, generalization, overlearning

Explanation

Question 3 of 13

1

What components need to be identified in a behavioral objective?

Select one or more of the following:

  • The learner

  • The target behavior

  • The conditions of intervention

  • The educational goals

  • The criteria for acceptable performance

  • The team working with the student

Explanation

Question 4 of 13

1

Students who do not have disabilities or who have mild disabilities only need educational goals for each curriculum area

Select one of the following:

  • True
  • False

Explanation

Question 5 of 13

1

For students with severe disabilities or who are very young, a number of learning domains are used to write educational goals. These are:

Select one or more of the following:

  • Cognitive

  • Motor

  • Communication

  • Academic

  • Self-help

  • Life-skills

  • Vocational

  • Adaptive behavior

  • Maladaptive behavior

  • Social

Explanation

Question 6 of 13

1

What are the purposes of behavioral objectives?

Select one or more of the following:

  • Improve communication between teachers, parents, students, and the school

  • Rationale for IEP

  • Inform students of expectations

  • Clearly state instructional target to better inform materials and instruction

  • Improve evaluation and instruction

  • Match reinforcement schedules to interventions

Explanation

Question 7 of 13

1

How do behavioral objective contribute to evaluation?

Select one of the following:

  • The teacher has identified and described a discrepancy between current functioning and expected levels, the teacher states the performance criterion and records ongoing progress, then ongoing evaluation of the intervention procedures becomes possible

  • By enabling teachers to measure the change in behavior from baseline to intervention

  • They provide a means for team members to evaluate the performance of teachers as they deliver the intervention

Explanation

Question 8 of 13

1

What is pinpointing behavior?

Select one of the following:

  • Deciding which behavior needs to be changed and why

  • Specifying in measurable terms, observable terms a behavior targeted for change by gathering data about the behavior and it's occurrences

  • A description of the behavior before any data gathering

Explanation

Question 9 of 13

1

Objectives precede goals

Select one of the following:

  • True
  • False

Explanation

Question 10 of 13

1

What is the difference between behavioral objectives and educational goals?

Select one of the following:

  • Objectives are the indicators for successful implementation
    Goals are the desired outcomes for the student

  • Objectives are long term objectives and are statements of annual programme intent
    Goals are short term or instructional objectives and are statements of actual instructional intent.

  • Objectives are short term or instructional objectives and are statements of actual instructional intent.
    Goals are long term objectives and are statements of annual programme intent

Explanation

Question 11 of 13

1

What are 6 elements that are part of an IEP?

Select one or more of the following:

  • The extent that the student will be able to participate in general education programmes and modifications necessary

  • The students most recent academic results

  • appropriate objective criteria and evaluation procedures and schedules for determining whether short term instructional objectives are being achieved

  • A statement of the students present levels of educational performance

  • A statement of intent to modify behavior

  • A statement of the specific special education and related services to be provided to the student

  • Projected family outcomes for interventions

  • Appropriate materials to be used in instruction

  • Projected dates for initiation of services and the anticipated duration of the services

  • A statement of measurable annual goals for students with mild disabilities or a statement of annual goals and short term instructional objectives for students with more severe disabilities

Explanation

Question 12 of 13

1

The RTI model is

Select one of the following:

  • Reinforcment, timing, instruction

  • Response to intervention

  • Ready to intervene

Explanation

Question 13 of 13

1

The basic RTI model has 3 tiers. They are:

Select one or more of the following:

  • Tier 1: School, grade, classwide practices acknowledged as basic to good instruction and behavior management

  • Tier 1: Strategies to deal with low level disruption and individual students who are consistently unsettled and off task

  • Tier 2: Practices aimed at moderately defiant, resistant, or challenging behaviour

  • Tier 2: Targeted practices such as small group work for students having difficulty, social skills training, and self-management strategies

  • Tier 3: Provided by special ed professionals and are highly individualised, provide extensive report, and are sustained over longer periods of time

  • Tier 3: Practices aimed at addressing aggressive behavior and managing classroom safety

Explanation

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