Please wait quiz
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The document is a quiz about the "Please wait" procedure used in PECS (Picture Exchange Communication System) training. It asks 10 multiple-choice or true/false questions to test the learner's understanding of: 1) The ultimate goal of using Please wait, 2) When to start Please wait after PECS phases, 3) How phase 1 of Please wait is structured, 4) When and where to collect data on a learner's progress with Please wait. The quiz appears to evaluate if the learner understands the key components and proper implementation of the Please wait procedure at different phases.
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UNIT V STUDY GUIDE
Test Taking Strategies for
Successful Learning
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify main causes of test anxiety
2. Analyze personal test taking strategies.
3. Identify methods to combat test anxiety.
4. Discuss objective and subjective test taking strategies.
5. Discuss the importance of a study environment and how it
applies to test taking strategies.
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Dr. Carolyn D. Corliss
Certain specifications should be outlined when professors prepare a test so
that they are relevant to the instruction. First, professors should use test and
assessment specification as a guide. Simply put, the conditions of the test and
assessment should describe the performance needed to be measured along
with what learning outcomes to measure. Second, each test item and
assessment task should be written so the task to be performed is clearly
defined, and it measures the performance described in the intended learning
outcome. If a test is written with clarity and simplicity, avoiding unnecessary
wording, then the students will have an easier time taking it. Third, keeping the
reading difficulty and vocabulary level simple will prevent distorted results.
Students should be measured on the performance determined, not by some
factor that was not designed to measure. (Miller, Linn, & Gronlund, 2009).
Students should be knowledgeable on what to do and what not to do when
preparing and taking a test. Preparations for the test can entail many
dimensions, including: maintaining good study habits, completing and
submitting assignments on time while having a clear understanding of the work
expected of you, and contacting the professor if you need any additional help or
clarification. Getting a good night’s sleep and eating breakfast before a test will
help you stay focused (Tennessee Department of Education, 2010). Also, as a
part of preparation, do not cram for the test. You have to start by planning
ahead and deciding not only is this is something you need to do, but must do in
order to achieve the results you anticipate. Make sure that you have everything
you need for the test, i.e. computer, good test taking environment, and minimal
distractions. Always make sure to read the directions and questions carefully
so you know what is expected from you. Finally, when you have selected all
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Resources
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UNIT V STUDY GUIDE
Test Taking Strategies for
Successful Learning
Learning Objectives
Upon completion of this unit, students should be able to:
1. Identify main causes of test anxiety
2. Analyze personal test taking strategies.
3. Identify methods to combat test anxiety.
4. Discuss objective and subjective test taking strategies.
5. Discuss the importance of a study environment and how it
applies to test taking strategies.
Written Lecture
Test Taking
Dr. Carolyn D. Corliss
Certain specifications should be outlined when professors prepare a test so
that they are relevant to the instruction. First, professors should use test and
assessment specification as a guide. Simply put, the conditions of the test and
assessment should describe the performance needed to be measured along
with what learning outcomes to measure. Second, each test item and
assessment task should be written so the task to be performed is clearly
defined, and it measures the performance described in the intended learning
outcome. If a test is written with clarity and simplicity, avoiding unnecessary
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preparing and taking a test. Preparations for the test can entail many
dimensions, including: maintaining good study habits, completing and
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clarification. Getting a good night’s sleep and eating breakfast before a test will
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ahead and deciding not only is this is something you need to do, but must do in
order to achieve the results you anticipate. Make sure that you have everything
you need for the test, i.e. computer, good test taking environment, and minimal
distractions. Always make sure to read the directions and questions carefully
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Reading
Assignment
Written Lecture:
Test Taking
Resources
Videos:
Open Book Tests
Test Anxiety
Writing Resources:
APA Resource
Essay Writing
Success Center
Key Terms
1. Essay/written
response questions
2. Matching questions
3. Multiple choice
questions
4. Open book test
5. Shor.
Teacher Checklist
This document is a teacher checklist used to evaluate a teacher's classroom skills and interactions. It collects information on the teacher's education and role, and rates their performance on a scale from 1 to 5 in various categories related to behavior management, teaching skills, and interactions. The ratings are analyzed to determine if there are low, moderate, or high levels of concern in each category that may require further attention. The overall goal is to assess the teacher's abilities and identify any areas for improvement.
Test question on health education
This document discusses various teaching and assessment techniques for evaluating student learning. It provides examples of true/false questions to test principles of teaching and learning. Different types of discussion stoppers that can hinder learning are identified. The document also categorizes different types of student readiness to learn and provides matching and question construction exercises to measure different levels of learning according to Bloom's taxonomy. The goal is to help educators design effective evaluation methods to improve the learning process.
Feedback1
Feedback provides learners information about their performance on exams, homework, and other assignments to reduce anxiety, reinforce correct answers, and encourage improved effort. It informs learners about what they have learned correctly or incorrectly, and helps strengthen correct links in memory while weakening incorrect links. Feedback stimulates learning, increases motivation, and helps teachers and learners understand strengths and areas for improvement.
Procedure Guidelines - An example of performance rubrics
The document outlines guidelines for performing cardiopulmonary resuscitation (CPR) for adults, children, and infants. It provides 10 steps for CPR including: assessing the scene and victim, calling for help, opening the airway, providing breaths, checking for a pulse, beginning 2 minutes of chest compressions, rechecking the pulse and signs of circulation, providing rescue breaths if the pulse is present but breathing is absent, and placing the victim in a recovery position after 2 minutes. It also provides criteria for evaluating CPR performance including preparedness, completeness, consistency, confidence, timing, and instruction clarity. A second set of criteria evaluates the utilization of emergency resources including preparedness, knowledge of equipment use, and delegation
HOPE 4 Module 1.pdf
This document provides an introduction to a module on physical education and health for grade 12 students. It aims to help students develop lifelong habits of physical fitness and wellness. The module expects students to self-assess their health-related fitness status, barriers to physical activity, and diet. It includes pre-tests and activities for students to evaluate their current health-related fitness levels, identify barriers that prevent them from being physically active, and learn about the components of health-related fitness. The activities are designed to help students analyze their answers and reflect on how physical activity influences them as individuals.
Done - HOPE1_q1_mod2_SetFitnessGoal.pptx
This document provides information about a Health Optimizing Physical Education 1 module on setting fitness goals. It discusses the FITT principles of frequency, intensity, time and type that should be used to develop an exercise plan. It also covers principles of physical activity like overload and progression. The document lists the development team who created the module and provides publishing details.
Kirkpatrick 4 level evaluation model
This document discusses Kirkpatrick's four levels of training evaluation: reaction, learning, behavior, and results. It provides an overview of each level and guidelines for evaluating training at each level. It also presents a case study of Cisco Systems evaluating a new training program on their return-to-vendor process using all four levels. Level 1 evaluated reactions to the training. Level 2 evaluated learning through embedded tests. Level 3 evaluated changes in behavior by observing trainees. Level 4 evaluated results such as reductions in costs and inventory from the new process.
Food pro-5
The document provides information about a Technology and Livelihood Education module on food processing for Grade 7/8 students. It includes details about the module such as the writers, editors, and management team involved in developing it. The module covers interpreting a layout plan, explaining the meanings of signs and symbols used in layout plans for fish processing areas.
Checklist creating success in a role play
The document provides guidance for conducting an in-training role-play to practice applying tips from a theory using a checklist. It outlines the steps to: 1) assign roles and instruct participants, 2) conduct a first role-play round while observing behaviors, 3) provide feedback by discussing observations with the checklist, and 4) conclude with the trainer providing tips and a repeat short exercise before celebrating successes.
NEET Classes in Ahmednagar
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Exercise
This document provides an overview of an exercise module designed to teach elementary and middle school students about healthy choices related to exercise. The module uses online and in-person activities to help students understand the importance of exercise, learn about different exercise activities and games, and develop plans for getting sufficient daily physical activity. A pilot test of the module was conducted with teachers, who provided feedback that led to recommendations for improving the organization, clarity, and content of the module's lessons and resources.
Icon exchange the_basic_quiz_2_6
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.
Three weeks self-help program for ocd
This three-week self-help program requires strong patient commitment and preparation. Patients must be ready to resist compulsions and learn to control obsessions through continued practice of skills for 8-10 days, during which distress will diminish and urges to ritualize will become easier to resist. The techniques provide opportunities for patients to gain freedom from symptoms, with the first days being the most difficult but improvement occurring faster with more frequent and longer exposures over time. Preparation includes rearranging commitments, informing supportive family and friends to refrain from reassurance or rituals, and choosing encouraging people to help practice without force. Guidelines are provided for exposure and imagery techniques.
439709305-Ssession-Guide-MFAT-docx (1).doc
This document provides guidance on a session to train participants on the administration of the Multi-Factored Assessment Tool (MFAT). The 4-hour session will discuss the basic information, use, implementation, and appreciation of the MFAT. The MFAT is a screening tool used to identify strengths, needs, learning styles, and other educational concerns of Grade 1 learners. It assesses 5 domains of learning through classroom activities. The tool aims to identify learner needs to provide appropriate interventions and proper educational placement.
hope1_q1-2_mod4_skillrelatedfitness_v2.docx
This document discusses skill-related physical fitness. It defines skill-related fitness as consisting of components that relate to enhanced athletic performance rather than health. The six components of skill-related fitness are identified as agility, balance, coordination, power, speed, and reaction time. Tests are used to measure these components, though some like reaction time are thought to depend more on heredity in youth.
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Final fiesta
This document analyzes the behaviors of ogres, fairytale creatures, and a talking donkey using behavioral principles. It describes scenarios where an ogre roars to avoid annoying protests from villagers. It also explains how the donkey pesters to avoid having its gumdrop button removed. Finally, it discusses how the donkey gets love from a dragon by pointing out its teeth but no love when pointing out larger teeth.
Techy Tots - Final Fiesta
This document describes a behavioral intervention plan for a 6-year-old girl, Ava, to improve her homework completion. The plan uses principles of extinction by having the mother ignore tantrums. It also uses differential reinforcement by providing breaks on an iPad for asking politely. Additionally, it applies punishment prevention by withholding breaks if Ava asks inappropriately. Through these strategies, Ava's disruptive behaviors decreased from 10 to 1-2 during homework and her completion time improved from 30 to 17-20 minutes.
Final fiesta
This document discusses behavioral principles like reinforcement, extinction, escape, discrimination, and pairing procedures as they relate to the characters and plotlines in the television show Friends, which followed the lives of six friends living in New York City over ten seasons from 1994 to 2004. It provides examples of how behaviors were reinforced when followed by desirable outcomes, extinguished when no longer followed by rewards, and how characters would escape uncomfortable feelings or discriminate between opportunities based on social contingencies established between the characters.
Stella's Surrender
This document discusses different techniques for training a dog named Stella, including plain reinforcement, shaping with reinforcement, deprivation as a motivating operation, differential reinforcement procedures, and discrimination training using physical prompts. Plain reinforcement involves reinforcing a behavior after it occurs with a treat. Shaping breaks a behavior down into steps and reinforces progress toward the final behavior. Deprivation is used as a motivating operation by withholding breakfast. Differential reinforcement reinforces one behavior and extinguishes others. Discrimination training uses cues and prompts to teach the dog to respond only to specific commands.
Stranger Things: A Behavioral Analysis
Will is kidnapped by the Demogorgon and displays a survival behavior chain, including going to the phone to call for help, running to the shack to hide, loading a shotgun for self-defense. After being rescued from the Upside Down, Will coughs up a slug from the Upside Down that was causing an aversive feeling in his throat. Eleven lifts a van telepathically to avoid being captured by government henchmen. Eleven starts wearing "pretty clothes" to feel more accepted after receiving praise and approval from her peers. Dustin is able to pass through tunnels by giving Dart, his pet Demogorgon, a nougat bar as a reinforcer.
Contingencies of Kingdom Hearts
The document discusses how well-designed video games use principles of behavioral psychology to improve player skills through punishment and reinforcement contingencies. Specifically, it explains that higher difficulty levels feature harsher punishments for ineffective behaviors, encouraging players to experiment with new strategies. In contrast, lower difficulties provide less punishment and more frequent reinforcement, slowing the learning process and allowing suboptimal behaviors to persist. The document concludes that players choosing higher difficulties are effectively forced through behavioral contingencies to expand their skills and strategies.
Squidward's Contingencies
Squidward has an undying love for his clarinet. He initially struggled to produce sound but learned that blowing air while pressing keys produces notes. However, when the town complained about his playing, he stopped. He then realized the complaints only occurred when his window was open. Later, he played in a field but the jellyfish reacted badly until he learned to play in tune. Eventually his frustration with Spongebob led him to break his clarinet by hitting Spongebob with it, receiving a penalty.
Behavior Analysis with Lily the Beagle
This document summarizes a behavioral analysis of a 12-year-old beagle named Lily. Several of Lily's behaviors were analyzed including sitting, moving after sitting, begging for food, and panting. Marshmallows were used as a reinforcer to increase sitting behavior. Moving after sitting was punished by spraying water and saying "no" to decrease that behavior. Begging and panting occurred more frequently around the author in the kitchen where food was given, demonstrating stimulus discrimination. The author's giving of food to stop Lily's panting reinforced that aversive behavior in a sick social cycle. Extinction without reinforcement was used to decrease panting and begging.
How To Get Your Boyfriend To Clean
This document provides tips on using behavioral contingencies to train a boyfriend to clean. It discusses using reinforcement like access to the fridge for picking up clothes. It also discusses punishment like making him rewash clothes if they are put in the wrong pile. For taking out the trash, praise is given when the boyfriend does it while home but not when away. Total task presentation breaks cleaning tasks into small, praised steps like picking up, tying, and taking out the trash bag. Vacuuming removes stinky carpet smells.
Online Professionalism and Monitoring ppt
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Structured Play
This document provides guidance on structured play for students with special needs. Structured play is similar to incidental teaching, where learning opportunities are embedded within typical activities to motivate students to practice skills. During structured play, tutors should work on generalization, maintenance of skills, and language development through child-initiated activities lasting 5-7 minutes. Examples of how to incorporate targets during activities like songs, a rocking chair, castle, and ball are provided. Tutors are reminded to keep it child-initiated, fun, and end on a positive note.
Discrimination
1) The document discusses procedures for discrimination training, including using preferred and non-preferred icons, error correction, and correspondence checks.
2) A non-preferred item is something the student does not like, while a neutral item is something they will interact with but is not a strong reinforcer.
3) The four-step error correction procedure involves modeling, practice, distraction, and repetition of the exchange if incorrect.
Icon Exchange Assignment #2: Distance and Persistence
The document discusses teaching students with communication impairments the skills of persistence and distance using icon exchange. Phase 2 teaches students to persistently travel a distance to exchange an icon with their tutor. Persistence involves repeatedly engaging behaviors to get the tutor's attention, like shoving the icon in their hand. Distance refers to how far the student must travel to make an exchange, such as 2 feet between the student, book, and tutor. The document provides tips for prompting persistence and distance and examples of behaviors to expect from students at different phases of learning.
Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
Icon Exchange Assignment #1: Enticing, Prompting, and MotivationBehavior Analysis Training System, WMU
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
This document discusses motivational operations (MOs) and how they affect learning and performance with respect to reinforcers. MOs increase the effectiveness of reinforcement and the number of responses that produce reinforcement. Deprivation of a reinforcer increases relevant learning while satiation temporarily decreases it. To prevent satiation, reinforcers should be limited or broken into smaller portions. MOs are important to consider when running procedures with children to keep them motivated by identifying reinforcers and limiting access to them. Conducting preference assessments can help determine effective reinforcers when motivation decreases.
Fall 2014 syllabus
This document provides information for students enrolled in the Psychology 3570 practicum at WoodsEdge Learning Center. It outlines the schedule and expectations for the practicum. Students are expected to work 10 hours per week at WoodsEdge in 2-hour shifts. They must also attend a weekly 2-hour seminar. The seminar will include discussions of assigned readings from the textbook "Let Me Hear Your Voice" as well as presentations from the teaching assistant. Students will be graded based on their participation at WoodsEdge and in seminars, homework assignments, quizzes over the readings, and professionalism/monitoring evaluations.
Icon Exchange The Basics Phase 2-5
The document outlines the phases and subphases of Icon Exchange, a communication program used to teach functional communication skills. It describes Phases 2 through 5, which focus on distance and persistence, discrimination, adding a sentence strip, and tacting. Phase 2 teaches children to communicate from increasing distances and persistently get a communicator's attention. Phase 3 builds discrimination between preferred and non-preferred icons. Phase 4 adds a "I want" sentence strip. Phase 5 introduces tacting, or labeling items, using an "I see" icon.
Consequences
This document discusses monitoring criteria for tutors working with special populations. It outlines a prompt hierarchy for corrections ranging from verbal to physical prompts. It also lists criteria for monitoring the delivery of reinforcers and corrections, including ensuring reinforcers are delivered immediately and are effective, pairing social with tangible reinforcers, and using neutral intonation for corrections. The timing, attending, implementation, and intonation for both reinforcers and corrections should be monitored to determine if procedures are being followed properly.
ELOs
Extra learning opportunities (ELOs) are informal teaching moments that occur outside of formal procedures. ELOs involve presenting a stimulus, eliciting a response (correct or incorrect), and providing consequences. ELOs can utilize previously mastered skills and occur in a variety of settings, like the booth, playroom, or common area. ELOs should provide variety, generalize skills, build behavioral momentum, and be used during transitions or downtime to keep the child engaged through constant reinforcement at least every 3 seconds. Only social reinforcers should be used for ELOs, with physical prompting for incorrect responses followed by reinforcement.
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Icon Exchange Assignment #2: Distance and Persistence
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Icon Exchange Assignment #1: Enticing, Prompting, and Motivation
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Please wait quiz
- 1. Name:______________________________________ Date: _________<br />Score: ___/10<br />Please Wait Quiz<br />1. What is the ultimate goal of using Please wait?<br />2. After what phase in PECS do you start using Please wait?<br />3. What does the start of all Please wait phases look like?<br />–Hint: _______________ __________ _______________<br />4. How long do you wait to give your child a reinforcer in phase 1 of Please wait?<br />5. If your child stims or tantrums during Please wait, is the response correct or incorrect?<br />6. Should you reinforce your child’s manding if it happens during a procedure?<br />7. True or False –Since later phases of Please wait incorporate waiting longer periods of time, it’s preferred that you don’t have the reinforcer at the ready.<br />8.When do you run phases 4-7?<br />9. Starting at phase 5, what should you be doing during the waiting time?<br />10. When and where do you collect data on Please wait?<br />