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Concepts and Strategies Worksheet
CHAPTER
3
CONCEPT
Tell whether
descriptions of
behavior change
illustrate operant
or respondent
conditioning.
INSTRUCTIONAL
STRATEGY
RATIONALE
FOR CHOICE
OF STRATEGY
Precision
Teaching with
SAFMEDS.
• Research
demonstrate
s
effectiveness
(Korinek &
Wolking,
1984).
• Desire
fluency
building.
• Concept
conducive to
flashcards
and fluency
building.
BEHAVIOR
ANALYTIC
PRINCIPLES
INVOLVED IN
STRATEGY
• Data collection.
• Visual analysis
of data.
• Focused on
changes in rate
of behavior.
• Fluency
building.
• Must account
for stimulus
control via
shuffling and
the way cards
are written.
• Reinforcement.
• Set criteria for
behavior
change.
HOW
STRATEGY
WILL BE
IMPLEMENTED
REFERENCES
• Create 20 or
more
flashcards
with brief
descriptions
of behavior
change on
one side,
and the
correct
answer on
the other
(operant or
respondent).
• Students
take minute
timings each
day to
determine
how many
flashcards
they
answered
correctly
(Vargas,
2013)
• -Students
• Korinek, L. &
Wolking, B.
(1984). Study
methods in
graduate
school.
Journal of
Precision
Teaching, 5,
64–67.
• Lindsley, O.
R. (1992).
Precision
teaching:
discoveries
and effects.
Journal of
Applied
Behavior
Analysis,
25(1) 51–57.
• Vargas, J. S.
(2013).
Behavior
analysis for
effective
teaching (2nd
1
plot their
scores on a
Standard
Celeration
Chart and
analyze
change in
rate
(Lindsley,
1992) over
two weeks.
• Students set
aim stars
and try to
reach their
goals
• Develops
intraverbal
behavior.
ed.). New
York, NY:
Routledge.
1
Three-term
Contingency
•
•
•
•
2
Mentalistic
Explanation
•
•
•
•
3
Criticism Trap
•
•
•
•
5
Divergent Behavior
•
•
•
•
6
Inter-observer
Reliability
•
•
•
•
8
Two-term Shaping
•
•
•
•
9
Blackout Technique
•
•
•
•
10
Autoclitic
•
•
•
•
2
4
Extinction
•
•
•
•
12
Systematic
Desensitization
•
•
•
•
7
Ceiling
•
•
•
•
11
Instructional
Control
•
•
•
•
3
4
5
6
7
8
9
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