EDF 6229 Curriculum and design Exam 1 and 2 Test Questions and Answers
Rated A
Repertoire a collection of skills that the learner is already proficient in
something that the learner spent time doing may or may
Activities
not be proficient
help determine where instruction will begin, evaluate cur-
Entry level repertories
rent/existing skill sets.
quick snapshot of Evalution, can determine mastery vs lack
Pretests of mastery, use if unsure if the learner will be successful
at learning new repertoire
sampling of various skill levels, can indicate where to start
Placement tests instruction, not the best at identifying entry level reper-
toire, give detail on skill area
a curriculum based assessment approached used in pre-
cision teaching/aba, sample performance of skills are
Pinpointing
evaluated, best placement test for determining entry level
repertoire.
Drilling down even deeper(relating to entry level reper- conduct a component analysis to identify more basic skills
toire) if the earner cannot perform the pinpoint
A system for precisely defining and continuously mea-
suring dimensional features of behavior and analyzing
Precision teaching behavioral data on the SCC to make timely and ettective
data based decisions to accelerate behavioral repertoires.
Chart, try try again, decide
accelerating behavioral repertoires, precise behavior def-
Critical features of precision teaching initions, continuous observation dimensional measure-
ment, SCC, and timely and ettective data based decisions.
psychomotor learning kinesthetic repertoires, chains, and responses
psychomotor learning
,EDF 6229 Curriculum and design Exam 1 and 2 Test Questions and Answers
Rated A
learning that involves how to move certain muscles in a
precise way, learning how to, involves muscles, focus on
form/topography
verbal repertoires, sequences(serial memory algorithms,
simple cognitive learning paired association, multiple discriminations(be familair
with these terms)
complex cognitive learning strategies, principles, concepts,
Component/composite skills 3 tiers: tool skills, components, composites
minimal responses that are at the core of many if not all
tool skills of the skills an concepts inherent in the content area. the
most basic fundamental skill.
building blocks tat depend on 1+ tool skill, relative con-
component skills
cepts and are not static
higher-level performance es that socially validate a learn-
composite skills
ers mastery of a content area, made of components
a tool skill of reading would be letter identification, a tool
Example of tool skills skill of tacting with adjectives would be a non-vocal object
labeling.
defines the thing being taught, necessary for posi-
tive reinforcement, mutually exclusive, i the attribute
Critical attributes
changed/omitted the learned unit completely changes,
every example of a learned unit has all critical attributes
accompanies but doesn't define the thing being taught,
not all required for positive reinforcement, often the
Variable attributes
source of stimulus control problems in instruction, if
changed just a new example, purposely manipulated
accompanies but doesn't define the thing being taught,
not required for positive reinforcement, often the source
, of stimulus control problems in instruction, if changed
just anew example, purposely left uncontrolled*. (good
Uncontrolled attributes
for generalization) *still things that we can control but
choosing not too.*
holds liquid, opens to access liquid at the top, body of
Examples of critical attributes: a cup
object is cylinder, small enough to hold in 1 hand
size, presence/absence of a handle, held/not held, emp-
Examples of variable attributes: a cup
ty/full, perspective
Examples of uncontrolled attributes: a cup color, size, texture, material, shape of opening
3 parts of a pinpoint learning channel, movement cycle, context
in: Free, touch, taste, see, hear, feel, snitt
learning channel -out: aim, do, draw, emote, marker, match, say, select, tap,
free, write
action verb + object:
movement cycle
Verb+ s + singular obejct
Context when/where/with whom/with what
See-do takes picture of a flower in garden
Pinpoint for taking a pictures
See-do presses bottom to take picture in garden
Hear-writes number on paper in classroom
Pinpoint for writing number
Hear-writes on white board in classroom
Pinpoint for washing dishes See-do washes plate at the sink
predicted speed/pace(and accuracy) for behavior for
Fluency aims masterful performance, mastery is defined as fluency,
once hit aims measure outcomes
inputs Free, touch, taste, see, hear, feel, snitt
aim, do, draw, emote, marker, match, say, select, tap, free,
outputs
write
Rated A
Repertoire a collection of skills that the learner is already proficient in
something that the learner spent time doing may or may
Activities
not be proficient
help determine where instruction will begin, evaluate cur-
Entry level repertories
rent/existing skill sets.
quick snapshot of Evalution, can determine mastery vs lack
Pretests of mastery, use if unsure if the learner will be successful
at learning new repertoire
sampling of various skill levels, can indicate where to start
Placement tests instruction, not the best at identifying entry level reper-
toire, give detail on skill area
a curriculum based assessment approached used in pre-
cision teaching/aba, sample performance of skills are
Pinpointing
evaluated, best placement test for determining entry level
repertoire.
Drilling down even deeper(relating to entry level reper- conduct a component analysis to identify more basic skills
toire) if the earner cannot perform the pinpoint
A system for precisely defining and continuously mea-
suring dimensional features of behavior and analyzing
Precision teaching behavioral data on the SCC to make timely and ettective
data based decisions to accelerate behavioral repertoires.
Chart, try try again, decide
accelerating behavioral repertoires, precise behavior def-
Critical features of precision teaching initions, continuous observation dimensional measure-
ment, SCC, and timely and ettective data based decisions.
psychomotor learning kinesthetic repertoires, chains, and responses
psychomotor learning
,EDF 6229 Curriculum and design Exam 1 and 2 Test Questions and Answers
Rated A
learning that involves how to move certain muscles in a
precise way, learning how to, involves muscles, focus on
form/topography
verbal repertoires, sequences(serial memory algorithms,
simple cognitive learning paired association, multiple discriminations(be familair
with these terms)
complex cognitive learning strategies, principles, concepts,
Component/composite skills 3 tiers: tool skills, components, composites
minimal responses that are at the core of many if not all
tool skills of the skills an concepts inherent in the content area. the
most basic fundamental skill.
building blocks tat depend on 1+ tool skill, relative con-
component skills
cepts and are not static
higher-level performance es that socially validate a learn-
composite skills
ers mastery of a content area, made of components
a tool skill of reading would be letter identification, a tool
Example of tool skills skill of tacting with adjectives would be a non-vocal object
labeling.
defines the thing being taught, necessary for posi-
tive reinforcement, mutually exclusive, i the attribute
Critical attributes
changed/omitted the learned unit completely changes,
every example of a learned unit has all critical attributes
accompanies but doesn't define the thing being taught,
not all required for positive reinforcement, often the
Variable attributes
source of stimulus control problems in instruction, if
changed just a new example, purposely manipulated
accompanies but doesn't define the thing being taught,
not required for positive reinforcement, often the source
, of stimulus control problems in instruction, if changed
just anew example, purposely left uncontrolled*. (good
Uncontrolled attributes
for generalization) *still things that we can control but
choosing not too.*
holds liquid, opens to access liquid at the top, body of
Examples of critical attributes: a cup
object is cylinder, small enough to hold in 1 hand
size, presence/absence of a handle, held/not held, emp-
Examples of variable attributes: a cup
ty/full, perspective
Examples of uncontrolled attributes: a cup color, size, texture, material, shape of opening
3 parts of a pinpoint learning channel, movement cycle, context
in: Free, touch, taste, see, hear, feel, snitt
learning channel -out: aim, do, draw, emote, marker, match, say, select, tap,
free, write
action verb + object:
movement cycle
Verb+ s + singular obejct
Context when/where/with whom/with what
See-do takes picture of a flower in garden
Pinpoint for taking a pictures
See-do presses bottom to take picture in garden
Hear-writes number on paper in classroom
Pinpoint for writing number
Hear-writes on white board in classroom
Pinpoint for washing dishes See-do washes plate at the sink
predicted speed/pace(and accuracy) for behavior for
Fluency aims masterful performance, mastery is defined as fluency,
once hit aims measure outcomes
inputs Free, touch, taste, see, hear, feel, snitt
aim, do, draw, emote, marker, match, say, select, tap, free,
outputs
write
