When analyzing data obtained in duration recordings, one could
A. calculate a mode and percentile.
B. calculate average length of the behavior.
C. determine total number of tallies.
D. all of the above.
B
You might also like to view...
Why would a constructivist science teacher take a class of students to a museum?
a. To give the students a chance to explore new experiences b. To give the students additional experience in the topic being studied c. To give the students the opportunity to ask questions of people who are knowledgeable about the exhibits in the museum d. To give the students the opportunity to explore topics they might not otherwise be able to explore e. All of the above f. None of the above
Why should teachers be cautious about assigning books reports about independent reading?
A. They shouldn't be. This is an appropriate practice. B. Responses to literature are appropriate when reading with students. C. Traditional book reports have done little to foster a love of reading. D. Students must be held accountable for their independent reading time.
"Go-go-go-going to the pool," is an example of a fluency disorder
a. True b. False
Ms. Baker brings you her lesson plan book and says, "Remember that six-week cooperative group project I told you I was going to do? You know, the ones where the students are going to create a product and devise a way to sell it as a fundraiser for our field trip? Well! I've got the whole thing planned just the way I want it. I know exactly what is going to happen every day of the project, I have
determined what the students should sell and what materials they'll need, I've set behavioral parameters in place so there won't be conflict, and I have written up step-by-step directions for each group. I'm thrilled!" Knowing what you do about cooperative learning, you realize that a. Ms. Baker has adhered to recommendations about planning for simple cooperative tasks, because she has been extremely clear about her expectations. b. Ms. Baker's good intentions with regard to detailed planning may, in fact, deprive her students of the change to engage in the very kind of deep thinking and problem-solving that cooperative learning is supposed to facilitate. c. students are likely to be unsuccessful at meeting Ms. Baker's expectations, because they are too specific. d. students will likely create extremely creative, well-thought-out products that sell well and generate a significant amount of money for the field trip fund.