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Question 1 of 10
1. Question
–Academic skills require a response (“detectable displacement in space through time”)
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Question 2 of 10
2. Question
Learning occurs through ______________ ?
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Question 3 of 10
3. Question
Haring et al., (1978) stated there is multiple dimensions to learning. Mark the dimensions the article described.
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Question 4 of 10
4. Question
Instructional Scope refers to ____________ ?
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Question 5 of 10
5. Question
Like non-academic operants, academic operants must be reinforced for students to perform them.
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Question 6 of 10
6. Question
Daly, Witt, and Martens (1997) propose 5 reasons (e.g., functions) why a student is not performing a skill as expected. Which are the 5 functions? (Check multiple)
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Question 7 of 10
7. Question
Match the academic function to the solution.
Sort elements
- Alter reinforcement schedule for academic skill performance
- Increase time spent learning/engaged/OTRs
- Build generalization components into instruction
- Modify instruction according to target skill level and instructional hierarchy
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Motivation
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Insufficient practice and instructional supports
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Generalization failure
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Instructional mismatch/insufficient instructional supports
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Question 8 of 10
8. Question
Research and practice have examined the use of many behavioral technologies for academic skill acquisition, fluency building, and generalization.
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Question 9 of 10
9. Question
Academic operants are not sensitive to consequences (motivation).
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Question 10 of 10
10. Question
Functional analyses can determine environmental variables to alter for more effective instruction.