SPCE 610 Exam 1 Study Guide Rated A+

SPCE 610 Exam 1 Study Guide Rated A+ CBC Goals of Partnerships - Everyone should have meaningful roles - Continuity across environments - Enhance Competencies of all partners core assumptions of CBC approach, atmosphere, attitudes, and actions interobserver agreement The degree to which two or more independent observers report the same observed values after measuring the same events treatment fidelity The extent to which an intervention plan is implemented as planned and prescribed. Goals/purposes of family/school partnerships -creating meaningful roles for family members to support their child's learning -promoting continuity across systems -enhancing competencies of all participants systems involved in CBC -family system -other support system -educational system 3 interviews in CBC 1. Initial problem identification Interview 2. Problem Analysis Interview. 3. Treatment Implementation social validity aims of this are to determine the degree to which a) treatment goals are socially significant b) treatment procedures are considered socially appropriate and c) treatment effects are clinically meaningful Response to Intervention (RTI) involves using evidence-based interventions while monitoring student progress over time in both academic and behavioral domains. It fits in nicely with problem-solving consultation and especially conjoint consultation models, because data are used to make decisions about the effectiveness of an intervention that is typically structured within a multitiered system. The R in RTI involves selecting students who are at risk for a variety of academic and/or social emotional concerns and is prominent as a technology at the universal or primary level of prevention. r also involves progress monitoring, or ongoing measurement of student performance. The independent variable in RtI refers to one or more interventions that are implemented to meet student needs. RtI occurs prior to special education consideration. Theories of family school partnerships -ecological theory -behavioral theory ecological theory provides a conceptual vantage point for home-school partnerships. this theory is concerned with the multiple systems, environments, and contexts within which children function and the interactions and interconnections among them. microsystem the primary, immediate system within which a child functions is this. the main ones are home and school. this is concerned with the relationship of the child with the immediate ecosystem and setting. mesosytem these interconnections among Microsystems represent this, which affects the child through relationships, communication patterns, and other bidirectional influences. exosystem concerned with events in settings in which the child does not directly participate, but that impinge on the immediate Microsystems. macrosystem overall cultural or subcultural patterns and forces that subsume all other systems and subsystems, such as federal policy behavioral theory rests firmly on the assumption that behaviors are learned as a function of their interaction with the environment. motivating operations Variables in the environment that alter the relative value of a particular reinforcer at a particular time. positive reinforcement involve behaviors that produce an environmental event that subsequently increases the likelihood of that behavior under the same or similar antecedent motivating conditions. involves a behavior that produces an event (activity, object) that subsequently strengthens the occurrence of that behavior in the future (under certain motivational contexts). the behavior becomes functional under given motivating conditions. negative reinforcement the effect of the behavior is to terminate the existence of, or postpone (for some time), the presentation of a stimulus condition or event. this is called escape functions. Conditional Probability the likelihood that a target behavior will occur in a given circumstance; computed by calculating a) the proportion of occurrences of behavior that were preceded by a