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Behavioral objectives
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Questions in this quiz (13)
1Order the hierarchy of learning
- AKnowledge, comprehension, analysis, application, synthesis, evaluation
- BKnowledge, comprehension, application, analysis, synthesis, evaluation
- CKnowledge, comprehension, application, analysis, evaluation, synthesis
2Order the components of hierarchy of response competence
- AAcquisition, fluency, maintenance, overlearning, generalization
- BAcquisition, fluency, overlearning maintenance, generaliztion
- CAcquisition, fluency, maintenance, generalization, overlearning
3What components need to be identified in a behavioral objective?
- AThe learner
- BThe target behavior
- CThe conditions of intervention
- DThe educational goals
- EThe criteria for acceptable performance
- FThe team working with the student
4Students who do not have disabilities or who have mild disabilities only need educational goals for each curriculum area
- ATrue
- BFalse
5For students with severe disabilities or who are very young, a number of learning domains are used to write educational goals. These are:
- ACognitive
- BMotor
- CCommunication
- DAcademic
- ESelf-help
- FLife-skills
- GVocational
- HAdaptive behavior
- IMaladaptive behavior
- JSocial
6What are the purposes of behavioral objectives?
- AImprove communication between teachers, parents, students, and the school
- BRationale for IEP
- CInform students of expectations
- DClearly state instructional target to better inform materials and instruction
- EImprove evaluation and instruction
- FMatch reinforcement schedules to interventions
7How do behavioral objective contribute to evaluation?
- AThe 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
- BBy enabling teachers to measure the change in behavior from baseline to intervention
- CThey provide a means for team members to evaluate the performance of teachers as they deliver the intervention
8What is pinpointing behavior?
- ADeciding which behavior needs to be changed and why
- BSpecifying in measurable terms, observable terms a behavior targeted for change by gathering data about the behavior and it's occurrences
- CA description of the behavior before any data gathering
9Objectives precede goals
- ATrue
- BFalse
10What is the difference between behavioral objectives and educational goals?
- AObjectives are the indicators for successful implementation
Goals are the desired outcomes for the student - BObjectives 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. - CObjectives 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
- AObjectives are the indicators for successful implementation
11What are 6 elements that are part of an IEP?
- AThe extent that the student will be able to participate in general education programmes and modifications necessary
- BThe students most recent academic results
- Cappropriate objective criteria and evaluation procedures and schedules for determining whether short term instructional objectives are being achieved
- DA statement of the students present levels of educational performance
- EA statement of intent to modify behavior
- FA statement of the specific special education and related services to be provided to the student
- GProjected family outcomes for interventions
- HAppropriate materials to be used in instruction
- IProjected dates for initiation of services and the anticipated duration of the services
- JA 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
12The RTI model is
- AReinforcment, timing, instruction
- BResponse to intervention
- CReady to intervene
13The basic RTI model has 3 tiers. They are:
- ATier 1: School, grade, classwide practices acknowledged as basic to good instruction and behavior management
- BTier 1: Strategies to deal with low level disruption and individual students who are consistently unsettled and off task
- CTier 2: Practices aimed at moderately defiant, resistant, or challenging behaviour
- DTier 2: Targeted practices such as small group work for students having difficulty, social skills training, and self-management strategies
- ETier 3: Provided by special ed professionals and are highly individualised, provide extensive report, and are sustained over longer periods of time
- FTier 3: Practices aimed at addressing aggressive behavior and managing classroom safety
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- Masters Applied Behavour Analysis (Preparing behavioral objectives) Quiz on Behavioral objectives, created by KirstyT on 28/12/2014.
- Author
- KirstyT
- Language
- English
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