Day 3: WGU D753 Exam Questions with Verified Answers| Latest Update Graded A+
What is the quality of work requirement for the group to earn the reward? The final
presentation must include all required elements and show clear understanding of the topic.
How is team collaboration monitored in this contingency plan? Each group member must
contribute to the project, with participation monitored through peer evaluations.
If a student in the group has a specific need, such as a learning disability, what modification
would support equity in this plan? Provide additional support or alternative tasks based on
the student's strengths and needs.
Which of the following could be a unique reinforcement strategy that Ms. Parker might choose
to engage students in a game-like activity? Choose the option that is both interactive and
visually motivating. "Behavior Bingo": A Bingo card with positive behaviors in each square,
marked off when behaviors are demonstrated. Students earn a small reward for completing
lines and a larger reward for completing the entire card.
How would Ms. Parker implement "Behavior Bingo" as a positive reinforcement strategy?
Provide students with a Bingo card listing specific positive behaviors. Mark off squares when
students demonstrate each behavior. Reward students for completing lines and the entire card.
Ms. Parker wants to compare "Behavior Bingo" with another strategy called "Chart Moves."
Which of the following best describes a difference between the two? "Behavior Bingo" has
multiple ways to win (like getting lines), while "Chart Moves" has one path to the goal.
What is a key advantage of using behavior-specific praise in an online classroom? It provides
immediate and clear acknowledgment of positive behaviors.
How can behavioral contracts be implemented in an online classroom? By agreeing on clear,
measurable goals and rewards for online behavior
,Which of the following is a benefit of using spinners in an online classroom setting? They
add an element of chance and excitement to the reward process.
behavior-specific praise a type of positive reinforcement where teachers acknowledge and
reinforce specific positive behaviors shown by students, which can be done verbally or through
written comments, often emphasizing the exact behavior being praised
incentives or rewards and token economies: systems that use rewards or tokens to reinforce
desirable behavior which, in an online setting, can include digital badges, points, or other virtual
rewards that students can accumulate and exchange for various privileges or prizes
behavioral contract: an agreement between the teacher and students outlining specific
behavioral goals and the rewards or consequences associated with meeting or failing to meet
those goals, and helps set clear expectations and motivates students through agreed-upon
incentives
mystery motivators a method where reinforcers are hidden in envelopes or other containers
and revealed only when students meet certain criteria, which adds an element of surprise and
excitement to the reinforcement process
chart moves a visual reinforcement tool, where students earn the opportunity to move
along a chart or progress through a visual representation as they demonstrate desired
behaviors, which can include dot-to-dot pictures or other engaging designs
spinners a reinforcement tool that uses a spinner divided into sections, each representing a
different reward, and students earn spins by displaying positive behavior, and the reward is
determined by where the spinner lands
raffles and lotteries systems where students earn tickets for displaying positive behavior and
have a chance to win rewards through random draws, in which raffles involve tickets drawn at
specific times, while lotteries use numbered tickets for a chance-based system
, 100-square chart a visual reinforcement tool consisting of a grid of squares, where students
uncover squares as they demonstrate desired behaviors, with the goal of revealing squares that
contain rewards or achieving a certain number of uncovered squares to earn a group reward
compliance matrix a game-like system where students mark off cells on a matrix as they
follow directions or meet behavior criteria and where completing a row, column, or diagonal on
the matrix results in earning a reinforcer for the individual or the class
what are the three important components of ABC charting? 1. Antecedent (A): This is what
happens before a behavior occurs. It is an event or condition that sets the stage for a behavior.
For example, if a teacher notices that a student often becomes disruptive right after math
worksheets are handed out, the worksheet is the antecedent. By identifying antecedents, we
can understand what might be causing a behavior.
2. Behavior (B): This is the action or response that happens in reaction to the antecedent.
Behavior is something we can observe and measure. Once the math worksheet is passed out,
the student throws the worksheet and their pencil on the floor, stating they will not work. It is
important to identify which behaviors need to change and which are acceptable, even if they
seem unusual.
3. Consequence (C): This is what happens immediately after the behavior. Consequences can be
positive, negative, or neutral, and they affect whether the behavior is likely to happen again. As
a consequence for throwing the worksheet and pencil, the student must now sit by the teacher,
that attention that the student receives might reinforce the behavior as they are seeking
attention and want to sit next to the teacher. Understanding consequences helps us see what
might be encouraging or discouraging a behavior.
using the ABC model of behavior, what illustrates an antecedent(trigger)? Leilani raised her
hand, but the teacher did not notice her for an entire minute. Then another student laughed
and said to Leilani, "I guess she doesn't care what you want to say."
using the ABC model of behavior, what illustrates an behavior? Leilani got up, pushed over
her chair, and shouted, "I don't need this," and ran out of the class.
What is the quality of work requirement for the group to earn the reward? The final
presentation must include all required elements and show clear understanding of the topic.
How is team collaboration monitored in this contingency plan? Each group member must
contribute to the project, with participation monitored through peer evaluations.
If a student in the group has a specific need, such as a learning disability, what modification
would support equity in this plan? Provide additional support or alternative tasks based on
the student's strengths and needs.
Which of the following could be a unique reinforcement strategy that Ms. Parker might choose
to engage students in a game-like activity? Choose the option that is both interactive and
visually motivating. "Behavior Bingo": A Bingo card with positive behaviors in each square,
marked off when behaviors are demonstrated. Students earn a small reward for completing
lines and a larger reward for completing the entire card.
How would Ms. Parker implement "Behavior Bingo" as a positive reinforcement strategy?
Provide students with a Bingo card listing specific positive behaviors. Mark off squares when
students demonstrate each behavior. Reward students for completing lines and the entire card.
Ms. Parker wants to compare "Behavior Bingo" with another strategy called "Chart Moves."
Which of the following best describes a difference between the two? "Behavior Bingo" has
multiple ways to win (like getting lines), while "Chart Moves" has one path to the goal.
What is a key advantage of using behavior-specific praise in an online classroom? It provides
immediate and clear acknowledgment of positive behaviors.
How can behavioral contracts be implemented in an online classroom? By agreeing on clear,
measurable goals and rewards for online behavior
,Which of the following is a benefit of using spinners in an online classroom setting? They
add an element of chance and excitement to the reward process.
behavior-specific praise a type of positive reinforcement where teachers acknowledge and
reinforce specific positive behaviors shown by students, which can be done verbally or through
written comments, often emphasizing the exact behavior being praised
incentives or rewards and token economies: systems that use rewards or tokens to reinforce
desirable behavior which, in an online setting, can include digital badges, points, or other virtual
rewards that students can accumulate and exchange for various privileges or prizes
behavioral contract: an agreement between the teacher and students outlining specific
behavioral goals and the rewards or consequences associated with meeting or failing to meet
those goals, and helps set clear expectations and motivates students through agreed-upon
incentives
mystery motivators a method where reinforcers are hidden in envelopes or other containers
and revealed only when students meet certain criteria, which adds an element of surprise and
excitement to the reinforcement process
chart moves a visual reinforcement tool, where students earn the opportunity to move
along a chart or progress through a visual representation as they demonstrate desired
behaviors, which can include dot-to-dot pictures or other engaging designs
spinners a reinforcement tool that uses a spinner divided into sections, each representing a
different reward, and students earn spins by displaying positive behavior, and the reward is
determined by where the spinner lands
raffles and lotteries systems where students earn tickets for displaying positive behavior and
have a chance to win rewards through random draws, in which raffles involve tickets drawn at
specific times, while lotteries use numbered tickets for a chance-based system
, 100-square chart a visual reinforcement tool consisting of a grid of squares, where students
uncover squares as they demonstrate desired behaviors, with the goal of revealing squares that
contain rewards or achieving a certain number of uncovered squares to earn a group reward
compliance matrix a game-like system where students mark off cells on a matrix as they
follow directions or meet behavior criteria and where completing a row, column, or diagonal on
the matrix results in earning a reinforcer for the individual or the class
what are the three important components of ABC charting? 1. Antecedent (A): This is what
happens before a behavior occurs. It is an event or condition that sets the stage for a behavior.
For example, if a teacher notices that a student often becomes disruptive right after math
worksheets are handed out, the worksheet is the antecedent. By identifying antecedents, we
can understand what might be causing a behavior.
2. Behavior (B): This is the action or response that happens in reaction to the antecedent.
Behavior is something we can observe and measure. Once the math worksheet is passed out,
the student throws the worksheet and their pencil on the floor, stating they will not work. It is
important to identify which behaviors need to change and which are acceptable, even if they
seem unusual.
3. Consequence (C): This is what happens immediately after the behavior. Consequences can be
positive, negative, or neutral, and they affect whether the behavior is likely to happen again. As
a consequence for throwing the worksheet and pencil, the student must now sit by the teacher,
that attention that the student receives might reinforce the behavior as they are seeking
attention and want to sit next to the teacher. Understanding consequences helps us see what
might be encouraging or discouraging a behavior.
using the ABC model of behavior, what illustrates an antecedent(trigger)? Leilani raised her
hand, but the teacher did not notice her for an entire minute. Then another student laughed
and said to Leilani, "I guess she doesn't care what you want to say."
using the ABC model of behavior, what illustrates an behavior? Leilani got up, pushed over
her chair, and shouted, "I don't need this," and ran out of the class.
