Reinforcer sampling must be systematic. Describe a method of reinforcer sampling for students with severe
disabilities.
What will be an ideal response?
Method of reinforcement sampling for students with severe disabilities:
1) The teacher should select six tangible items from various categories of reinforcement. Items may be selected based on previous history of reinforcement and parental suggestions.
2) The teacher may select one of the following three methods to determine tangible reinforcers:
a) Single-item presentation: Individual items are presented to the student until the item is selected a predetermined number of times to indicate preference.
b) Choice or forced choice presentation: Pairs of items are presented to the student with the student selecting the preferred item among the two items. Each item is presented at least once with every other item. Items that are selected 75% of the trials are identified as high preference items and items that are selected 25% of the trials are identified as low preference items.
c) Multiple stimulus presentation: All six items are presented at once. Each time is an item is selected it is removed and the student selects another item until all items are selected. Items are then rank ordered based on selection. This process is repeated several times to confirm ranking.
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Children who are shorter, taller, or heavier than their peers are often ____________________
Fill in the blank with correct word.
Which of the statements below is an example of an R & R statement?
a. You are such a wonderful artist! b. When you throw blocks, it hurts other children. c. Thank you for being such a good helper. d. I see that you used all red blocks to create that building; you worked on it for a long time!
Which of the following was NOT mentioned as a characteristic of an effective teacher?
A) Effective teachers adapt instruction based on assessment. B) Effective teachers know skills need to be mastered prior to reading instruction. C) Effective teachers recognize students need to read a wide variety of texts. D) Effective teachers provide explicit strategy instruction.
During art group time, children can learn:
a. art-related vocabulary. b. to discuss each other's creative work. c. to share art materials. d. to make artistic decisions.