*****PSYC WEEK 4*******
anonymous
April 13 2006, 03:12:57 UTC
PART D: Schedules of Reinforcement
Each of the following scenarios represents one of the four schedules of reinforcement we studied. Label each one either fixed interval (FI), fixed ratio (FR), variable interval (VI), or variable ratio (VR).
1. Sean gets paid $50 for every 10 raffle tickets he sells
2. June never knows when her boss might call her in for a meeting, so she always has to be prepared.
3. Ken pays his son a quarter for every 15 minutes he practices playing the piano.
4. Susan is a bartender in a sports bar downtown. Some nights she makes a lot of money in tips, and other nights she makes only a little, depending on whether the Red Wings win.
5. Mr. Romisch gives quizzes to his astronomy students every Friday.
6. Mrs. Allen gives pop quizzes that could occur any day of the week.
7. Bob’s parents give him $10 for every A he gets on his report card.
8. You tell yourself that you can stop studying after you have read an entire chapter in your psychology textbook.
9. You tell yourself that you have to run on the treadmill until your favorite music CD ends.
10. Elaine keeps putting quarters in the slot machine, hoping to hit the jackpot.
Re: *****PSYC WEEK 4*******
anonymous
April 13 2006, 03:29:51 UTC
more topics for ECHS discussion:
IFSP
An Individualized Family Service Plan(IFSP) is a plan that documents and guides the early intervention process for children with disabilities and their families. It has all the information needed to facilitate a child's development as well as enhance the family's abilities to help begin and fulfill the child's development (www.ericec.org).
The Individualized family service plan(IFSP) is different than an individualized education plan (IEP) because it focuses on the family as a whole since they are constantly around the child. It has goals for the family as a whole instead of just focusing only on the child with the disability. These are included to together along with many other things as well. There is also a coordinator that helps the family during the start and progress of the IFSP. In order for the IFSP to work effectively, everyone in the family needs to voice their concerns, priorities, and what they need in order for the IFSP to be beneficial to the child. The IFSP supports the parents in their natural care-giving roles, to make sure that the children are best served in their natural environment (text 199).
The IFSP is nice, because the parents and family members of the child help decide which people such as friends, teachers, therapists, physicians, and other professionals that they want to have as team members and which members will help write the plan. It gives parents the ability to express what they want to see happen, and what it is exactly they would like to achieve with and for the child currently and for their future as well (www.dpw.state.pa.us/Child/EarlyIntervention).
I like the IEP, but I really like the way that the IFSP involves the family and others that are close with the child in order to benefit the family and the child as a whole.
Re: *****PSYC WEEK 4*******
anonymous
April 13 2006, 03:31:21 UTC
CH 11 any topic: milieu teaching
Milieu teaching approaches consist of several specific teaching techniques embedded within a child’s ongoing activities, interactions, and social routines. The term “milieu” means environment. Milieu teaching is also known as ‘incidental teaching’. It represents the maximum speculation of teachable moments. Two of the specific techniques used for example in helping children with speech delays are called mand-model and incidental teaching procedures. Mands are typically adult questions, commands or directives. Using this strategy, an adult would initiate the teaching episode by asking a question that would require a specific response (or target skill) from the child. For example, a ball is up on the shelf and the adult says, “What do you want?”. In an incidental teaching episode, the adult waits for the child to initiate communication (verbally or with gestures), then prompts the target response by requesting a more complex child response. For instance, the child reaches for the ball, and the adult says, “Can you say ‘ball’?”. Common features of these procedures include following the child’s lead, arranging the environment (eg, placing toys out of reach) to indirectly prompt child productions or to directly prompt child with more explicit mands (eg, asking questions like “What do you want?”, or asking a child to imitate (eg, “Can you say ‘cookie’?") Since the 1980s, language interventions have emphasized “naturalistic” approaches. Language learning is incorporated throughout the day’s activities rather than concentrated in a single block of time, and makes use of the child’s focus and interests. Incidental teaching combine more highly structured, didactic interventions with more naturalistic features. They use the child’s focus, but actively target specific language skills. Opportunities for the child to use the targeted language skill are created (waiting for the child to put a request into words, for example). The adult responds to the child’s communication with requests and prompts for further language use as well as responding to the intent of the child’s request. Milieu teaching is a form of applying the pedagogical principles in conformity to behavioral and developmental approach to early learning and socialization. It is meant to make learning easier and more natural for children that have difficulties at school.
Re: *****PSYC WEEK 4*******
anonymous
April 13 2006, 03:32:23 UTC
any topic ch 11 DAP
Developmentally appropriate practices are to provide an environment and offer content, materials, and activities that are coordinated with a child's level of development and which the child is ready. Three dimensions of appropriateness must be considered. They are age appropriateness, individual appropriateness, and appropriateness for the cultural and social context of the child.
AGE APPROPRIATENESS Predictable sequences of growth and change occur in children during the first nine years of life according to human development research. These changes occur in all areas of development: physical, cognitive, social, and emotional. This dimension is sometimes referred to as the developmental age of a child. There can often be a large range in the developmental ages of children within a group who are the same age because of individual growth rates, patterns of development or other individual differences. For example, a possible range of two years in the developmental ages within a group of five-year-olds is normal. Also at this age, boys can often be up to six months less mature than girls.
INDIVIDUAL APPROPRIATENESS: Each child is a unique person with individual patterns and rates of growth. Together with individual personalities, learning styles, family backgrounds, and past experiences, these individual differences should be reflected in adult-child relationships and interactions in curriculum. Learning in young children is a result of the active interaction that occurs between the child and the environment, materials, ideas and people that the child comes in contact with.
CULTURAL and SOCIAL CONTEXT APPROPRIATENESS: Children do not grow up in isolated little rooms, but they do grow up within families, neighborhoods, and communities. It is important that adults working with children have some knowledge of the social and cultural contexts in which the children live in order to make sure that learning experiences are meaningful, and respectful for the children and their families.
These three demensions of appropriateness are benefical to the children's needs and special education. DAP is to help the teacher maake guidelines to suit each child and help them overall.
Each of the following scenarios represents one of the four schedules of reinforcement we studied. Label each one either fixed interval (FI), fixed ratio (FR), variable interval (VI), or variable ratio (VR).
1. Sean gets paid $50 for every 10 raffle tickets he sells
2. June never knows when her boss might call her in for a meeting, so she always has to be prepared.
3. Ken pays his son a quarter for every 15 minutes he practices playing the piano.
4. Susan is a bartender in a sports bar downtown. Some nights she makes a lot of money in tips, and other nights she makes only a little, depending on whether the Red Wings win.
5. Mr. Romisch gives quizzes to his astronomy students every Friday.
6. Mrs. Allen gives pop quizzes that could occur any day of the week.
7. Bob’s parents give him $10 for every A he gets on his report card.
8. You tell yourself that you can stop studying after you have read an entire chapter in your psychology textbook.
9. You tell yourself that you have to run on the treadmill until your favorite music CD ends.
10. Elaine keeps putting quarters in the slot machine, hoping to hit the jackpot.
PART D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Reply
sign language assignment
Reply
IFSP
An Individualized Family Service Plan(IFSP) is a plan that documents and guides the early intervention process for children with disabilities and their families. It has all the information needed to facilitate a child's development as well as enhance the family's abilities to help begin and fulfill the child's development (www.ericec.org).
The Individualized family service plan(IFSP) is different than an individualized education plan (IEP) because it focuses on the family as a whole since they are constantly around the child. It has goals for the family as a whole instead of just focusing only on the child with the disability. These are included to together along with many other things as well. There is also a coordinator that helps the family during the start and progress of the IFSP. In order for the IFSP to work effectively, everyone in the family needs to voice their concerns, priorities, and what they need in order for the IFSP to be beneficial to the child. The IFSP supports the parents in their natural care-giving roles, to make sure that the children are best served in their natural environment (text 199).
The IFSP is nice, because the parents and family members of the child help decide which people such as friends, teachers, therapists, physicians, and other professionals that they want to have as team members and which members will help write the plan. It gives parents the ability to express what they want to see happen, and what it is exactly they would like to achieve with and for the child currently and for their future as well (www.dpw.state.pa.us/Child/EarlyIntervention).
I like the IEP, but I really like the way that the IFSP involves the family and others that are close with the child in order to benefit the family and the child as a whole.
Reply
Milieu teaching approaches consist of several specific teaching techniques embedded within a child’s ongoing activities, interactions, and social routines. The term “milieu” means environment. Milieu teaching is also known as ‘incidental teaching’. It represents the maximum speculation of teachable moments. Two of the specific techniques used for example in helping children with speech delays are called mand-model and incidental teaching procedures. Mands are typically adult questions, commands or directives. Using this strategy, an adult would initiate the teaching episode by asking a question that would require a specific response (or target skill) from the child. For example, a ball is up on the shelf and the adult says, “What do you want?”. In an incidental teaching episode, the adult waits for the child to initiate communication (verbally or with gestures), then prompts the target response by requesting a more complex child response. For instance, the child reaches for the ball, and the adult says, “Can you say ‘ball’?”. Common features of these procedures include following the child’s lead, arranging the environment (eg, placing toys out of reach) to indirectly prompt child productions or to directly prompt child with more explicit mands (eg, asking questions like “What do you want?”, or asking a child to imitate (eg, “Can you say ‘cookie’?")
Since the 1980s, language interventions have emphasized “naturalistic” approaches. Language learning is incorporated throughout the day’s activities rather than concentrated in a single block of time, and makes use of the child’s focus and interests. Incidental teaching combine more highly structured, didactic interventions with more naturalistic features. They use the child’s focus, but actively target specific language skills. Opportunities for the child to use the targeted language skill are created (waiting for the child to put a request into words, for example). The adult responds to the child’s communication with requests and prompts for further language use as well as responding to the intent of the child’s request.
Milieu teaching is a form of applying the pedagogical principles in conformity to behavioral and developmental approach to early learning and socialization. It is meant to make learning easier and more natural for children that have difficulties at school.
Reply
Developmentally appropriate practices are to provide an environment and offer content, materials, and activities that are coordinated with a child's level of development and which the child is ready. Three dimensions of appropriateness must be considered. They are age appropriateness, individual appropriateness, and appropriateness for the cultural and social context of the child.
AGE APPROPRIATENESS
Predictable sequences of growth and change occur in children during the first nine years of life according to human development research. These changes occur in all areas of development: physical, cognitive, social, and emotional. This dimension is sometimes referred to as the developmental age of a child. There can often be a large range in the developmental ages of children within a group who are the same age because of individual growth rates, patterns of development or other individual differences. For example, a possible range of two years in the developmental ages within a group of five-year-olds is normal. Also at this age, boys can often be up to six months less mature than girls.
INDIVIDUAL APPROPRIATENESS:
Each child is a unique person with individual patterns and rates of growth. Together with individual personalities, learning styles, family backgrounds, and past experiences, these individual differences should be reflected in adult-child relationships and interactions in curriculum. Learning in young children is a result of the active interaction that occurs between the child and the environment, materials, ideas and people that the child comes in contact with.
CULTURAL and SOCIAL CONTEXT APPROPRIATENESS:
Children do not grow up in isolated little rooms, but they do grow up within families, neighborhoods, and communities. It is important that adults working with children have some knowledge of the social and cultural contexts in which the children live in order to make sure that learning experiences are meaningful, and respectful for the children and their families.
These three demensions of appropriateness are benefical to the children's needs and special education. DAP is to help the teacher maake guidelines to suit each child and help them overall.
Reply
Leave a comment