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This document appears to be a quiz about the basics of PECS (Picture Exchange Communication System) training. The 11 multiple choice and true/false questions assess understanding of key concepts in PECS like persistence in communication, distance training phases, preference assessments, correspondence checks, and data collection. Correct answers are required to understand how to properly implement the PECS methodology for nonverbal individuals to communicate.
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This document appears to be a quiz about the basics of PECS (Picture Exchange Communication System) training. The quiz contains 11 multiple choice or true/false questions about key concepts in PECS like persistence in communication, distance training phases, responding to errors during distance training, preference assessments, correspondence checks, and data collection. The document records a student's name, date, and score on the quiz out of 11 possible points.
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2) There are specific procedures for determining preferred vs non-preferred vs neutral items and running trials. Errors result in a 4-step modeling process.
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View the original post here: https://twosigmas.com/blog/how-to-measure-student-progress/
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PECS, or the Picture Exchange Communication System, is an important communication method used by many students. It involves 6 phases to teach students to communicate their needs, wants, and what they see using picture icons. During training, students carry their personalized PECS book and learn to exchange icons with their tutor to request and identify reinforcers. If a student is misusing icons, tutors should ignore inappropriate behaviors and focus on reinforcing appropriate icon exchanges during trials.
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The document discusses the importance of providing good feedback in online learning. It outlines that effective feedback should be goal-referenced, specific, actionable, timely, ongoing, and consistent. Mistakes to avoid include vague praise or criticism rather than descriptive feedback. Peer, teacher-student, and self-assessment feedback can motivate learners in online projects and interactions. For activities to be truly interactive and useful, feedback is crucial so learners understand their performance and know how to improve next time.
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1. The document discusses strategies for enticing, prompting, and maintaining motivation during icon exchange training. Enticing involves playing with a reinforcer to gain the student's attention and motivate exchange. Prompting is when the tutor models or physically guides the student to complete an exchange. Maintaining motivation requires frequent preference assessments, using a variety of highly preferred reinforcers, and not allowing access to reinforcers for too long.
2. Key tips include playing appropriately with reinforcers during enticing, avoiding unintentional prompts, and coding "No MO" if no reinforcer motivates the student rather than running unmotivated sessions.
3. Examples are provided for enticing, prompting, motivation versus noMotivating Operations
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Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Icon exchange the_basic_quiz_2_6
- 1. Name: ______________________ Date: _________<br />Score :___/11<br />Icon Exchange the Basics (2-6A) Quiz<br />1. When we talk about “persistence” in communication, we mean:<br />A. Getting someone’s attention in order to communicate with them<br />B. Traveling short distances in order to communicate with someone<br />C. None of the above<br />2. In the “distance” training phases of PECS, we are trying to:<br />A. Prepare the child to run a marathon race<br />B. Teach the child to travel short distances in order to communicate with someone<br />C. None of the above<br />3. If child approaches the wrong tutor during distance training, that tutor should:<br />A. Physically guide the child to the correct tutor<br />B. Point to the correct tutor<br />C. Take the icon from the child & complete the trial<br />4. Name 2 things a child could do during a preference assessment that would indicate an item is non-preferred?<br />5. True or False: If you give your child a sock during a preference assessment and they put it on their foot, then sock is a non-preferred item?<br />6. True or False: If a child uses an item functionally during a preference assessment (wipes nose with tissue), it is okay to use this item as a reinforcer?<br />7. True or False: You should label the item during the correspondence check? <br />8. True or False: The child’s response in the ‘initial’ trial determines whether you reinforce their behavior & move on to the next trial, or go through 4 step error correction?<br />9. True or False: If you have to use 4 step error correction it means your child got the initial trial wrong?<br />10. How many times can you complete the full cycle of the 4 step error correction in 1 trial (if necessary)?<br />11. How many “+/-” marks should you have on your data sheet when you finish running PECS?<br />