This is the best time of the year to teach procedures and routines
When is the beginning of the year?
100
This can increase on task behavior, correct responses, work productivity and accuracy.
What is effective acknowledgment?
100
When we provide a verbal and/or visual cue.
What is a prompt?
100
Moving, Scanning, and Interacting Frequently.
What is active supervision?
100
Thinking about and altering the manner in which instructional tasks, activities or requests are ordered in such a way that promotes learning and encourages appropriate behavior.
What is activity sequencing?
200
The way procedures and routines should be enforced to be effective in the classroom
What is consistently?
200
a type of acknowledgement that can be used everyday in the classroom.
What is free and frequent?
200
When we restate the matrix behavior.
What is a redirect?
200
This should be 3 or more seconds
What is wait time?
200
Creating a menu is one way to provide this.
What is choice?
300
These are patterns for accomplishing classroom tasks.
What are procedures?
300
Effective acknowledgement strategies should be clear and _______.
What is specific?
300
When we state and demonstrate a matrix behavior, have the students demonstrate, and provide immediate feedback.
What is reteaching?
300
4:1
What is the positive to corrective ratio?
400
This is increased by enforcing rules consistently across time.
What is student academic achievement?
400
Effective acknowledgement strategies are applied ________.
What is immediately?
400
When we allow students to accomplish a task in another location, in a different order, or using alternate supplies.
What is providing choice?
400
an instructional question, statement, or gesture made by the teacher seeking an academic responses from students.
What is an opportunity to respond?
500
5 guidelines to be considered to enhance the effectiveness of classroom rules.
What is OMPUA (observable, measurable, positively stated, understandable, and always applicable)?
500
Three levels of acknowledgement that can be used in your classroom.
What is free and frequent, intermittent, and strong and long term?
500
When we describe a problem, describe an alternative behavior, tell why the alternative is better, practice, and provide feedback.