Which of the following questions may be too seldom asked during the BSP process?
A. What specific behavior are we trying to change?
B. What happens immediately after the behavior?
C. When is the student making good behavior decisions?
D. What consequences have been effective with this student?
C
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If you have a choice between investigating the same question with ex post facto research or with experimental research choose
a. ex post facto research. b. experimental research.
What is the “inside-out perspective” on being a culturally proficient educator?
What will be an ideal response?
Judging from the textbook's discussion of assessment, we can best think of classroom assessment practices as mechanisms and procedures that:
a. Give us hard, indisputable facts that we can use to assign grades b. Enable us to form tentative hypotheses about what students know and can do c. Are most likely to be accurate when they take the form of paper–pencil tests d. Allow us to draw conclusions about how students' motives and personality traits affect their classroom performance
In this chapter, the termsatiation:
A. occurs when repeated exposure to a reinforcing consequence results in loss of the reinforcing quality. B. is when the access to the stimulus is controlled. C. is used to teach new behaviors. D. is when the individual repeatedly performs more adaptive behaviors or performs an exaggerated adaptive response when the target behavior occurs.