4.0 Performance Aims, Objectives, Goals

4.01

 

Parts of a BEHAVIORAL OBJECTIVE

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

1. Situation

2. Critical Function

3. Movement Cycle

4. Performance aims

4.02

 

Parts of an IEP OBJECTIVE

1. Individualized target movement

2. Assessment/use conditions

3. Performance aim

4. Aim date

5. Person(s) responsible

4.03

 

Parts of a complete BEHAVIORAL DESCRIPTION (or plan)

1. special ESTABLISHING condtions

2. SITUATION

3. EVENTS BEFORE/UNTIL

4. MOVEMENT CYCLE

5. EVENTS AFTER/ARRANGED

4.04

 

ESTABLISHING CONDITIONS are

1. Conditions antecedent to the situation

2. that establish the

3. basic discriminative/reinforcing value of

4. events that might effect behavior

4.05

 

The SITUATION is

1. the set of IMMEDIATE CONDITIONS that

2. “SET THE STAGE” for the behavior to occur and

3. remain CONSTANT throughout the session

4.06

 

EVENTS BEFORE are

1. EVENTS (stimuli, cues)

2. occurring BEFORE the movement cycle that

3. might/should INFLUENCE MC occurrence

4. but will eventually STOP

5. REGARDLESS of whether the MC occurs

4.07

 

EVENTS UNTIL are

1. EVENTS (stimuli, cues)

2. occurring REPEATEDLY or continuously

3. BEFORE the movement cycle that

4. might/should INFLUENCE MC occurrence

5. and will continue UNTIL the MC occurs

4.08

 

AIMS should specify a performance which will allow the learner to

1. ADVANCE to a level of

2. INDEPENDENCE, and

3. MAINTAIN skill at a level that is

4. of SERVICE to the individual

4.09

 

An ALP is an

Advanced Learning Probe

4.10

 

Use an ALP whenever

1. it is not possible to teach

2. at the terminal level of the curriculum

4.11

 

To be ALLOWED, a performance must

1. be AGE appropriate

2. take LITTLE manager time

3. LESSEN the manager’s workload and

4. not conflict with OTHER demands on the manager’s time, or it must be of

5. special WORTH to the manager

4.12

 

In order for AIMS to ensure the new behavior will effectively COMPETE, they must provide…

1. CONFIDENCE that new skill will compete with

2. OTHER learner skills

3. MANAGER expectations and patience

4. PEER performances

5. to be EFFECTIVE in achieving those ends

6. TARGET the highest level of 

7. EFFICIENCY possible

4.13

 

TERMINAL PROFICIENCY ensures

1. maintenance/retention/use of skill

2. after instruction is terminated

4.14

 

MAINTENANCE is

1. continued effective use of a skill

2. with frequent opportunities

3. after instruction is terminated

4.15

 

RETENTION is

1. Continued effective use of a skill

2. with INfrequent opportunities

3. after instruction is terminated

4.16

 

INTERMEDIATE PROFICIENCY is

1. progress

2. in next step of curriculum

4.17

 

PROGRESS PROFICIENCY is

1. progressing through successive objectives

2. rapidly enough to meet

3. overall goal in time

4.18

 

A behavior is FUNCTIONAL if it

1. Gains access to environments

2. reinforces others for interacting

3. increases independence

4. addresses cultural norms

4.19

 

ideal AIM FOR GENERALIZED PERFORMANCE

1. the individual CHOOSES TO USE the skill

2. without prompts or incentives

4.20

 

Levels of control over a SKILL

1. CAN DO under very special circumstances

2. WILL DO upon request

3. DOES DO without prompts when appropriate

Leave a Reply
Your email address will not be published.
*
*

BACK TO TOP
x

Hi!
I'm Colin!

Would you like to get a custom essay? How about receiving a customized one?

Check it out