Explain the difference between two changing conditions designs (both A-B-C designs) when one design ends with a C phase (additive effect) and the other design ends with a C phase (reductive effect). Use verbal prompting as the B intervention in both designs and visual prompting as the C intervention in both designs.
Fill in the blank(s) with the appropriate word(s).
Suggested answer points:In the additive effect, the design would end with both B and C interventions in effect and having a better effect on the dependent variable than the B intervention alone.In the reductive effect, the design would end with only the C intervention in effect and having an equal or better effect than the B intervention alone.
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Place in order the 5 steps in the process of conducting a literature review. Number the steps from 1 – first step, to 5 – final step
_____ Writing a review _____ Reading the literature and checking it for relevance _____ Organizing the literature with a literature map _____ Locating the literature about a topic _____ Identifying key terms to use in a search
Discuss some advantages and disadvantages for administering curriculum-based measurements (CBMs).
What will be an ideal response?
What happens when you learn something new?
a. Your brain grows connections between neurons. b. You forget something you used to know. c. Your mind decides whether it’s worth remembering. d. You lose your ability to focus.
Which one of the following scenarios best reflects the basic idea of social constructivism?
a. Two students discuss possible interpretations of the proverb, "We only know the worth of water when the well is dry."
b. A teacher assigns a laboratory activity using cumbersome equipment that students can operate successfully only by working in pairs.
c. When a student borrows a classmate's marker without asking and then forgets to put the cap back on, leaving it dried out and useless by the following morning, her teacher reminds her of one of the class rules: "Respect your classmates' property."
d. Four students in a study group divide a reading assignment into four sections. Each student reads a section and then teaches the material to the other group members.