Behavioral Objectives Quiz: Trivia Questions!

1. The process of pinpointing behavior refines a broad generalization into:

Generic, observable and measurable behavior

Specific, observable and measurable behavior

Scheduled, specific and observable behavior

Natural, measurable and specific behavior

The process of pinpointing behavior involves narrowing down a broad generalization into specific, observable, and measurable behavior. This means that the behavior being identified should be clearly defined, able to be observed by others, and measurable in some way. By focusing on specific, observable, and measurable behavior, it becomes easier to analyze and track changes in behavior over time.

Explanation

The process of pinpointing behavior involves narrowing down a broad generalization into specific, observable, and measurable behavior. This means that the behavior being identified should be clearly defined, able to be observed by others, and measurable in some way. By focusing on specific, observable, and measurable behavior, it becomes easier to analyze and track changes in behavior over time.

2. Refining broad generalization into specific, observable, measurable behaviors is known as

Pinpointing

Specification

Individualization

Modification

Pinpointing refers to the process of refining a broad generalization into specific, observable, and measurable behaviors. This involves breaking down a general statement or concept into specific actions or behaviors that can be observed and measured. It allows for a more precise understanding and assessment of the behavior or concept being discussed. In this context, pinpointing is the most appropriate term to describe this process.

Explanation

Pinpointing refers to the process of refining a broad generalization into specific, observable, and measurable behaviors. This involves breaking down a general statement or concept into specific actions or behaviors that can be observed and measured. It allows for a more precise understanding and assessment of the behavior or concept being discussed. In this context, pinpointing is the most appropriate term to describe this process.

3. An appropriate behavioral objective must be:

Understandable and broadly defined

Observable, measurable and repeatable

Recognized as age-appropriate

Modifiable for the numerous enviornmental settings in which students participate

An appropriate behavioral objective must be observable, measurable, and repeatable. This means that the objective should be something that can be directly observed and measured, allowing for clear assessment of whether or not it has been achieved. Additionally, the objective should be repeatable, meaning that it can be consistently demonstrated or performed by the student. These criteria ensure that the objective is specific and can be effectively evaluated, making it a suitable target for instruction and assessment.

Explanation

An appropriate behavioral objective must be observable, measurable, and repeatable. This means that the objective should be something that can be directly observed and measured, allowing for clear assessment of whether or not it has been achieved. Additionally, the objective should be repeatable, meaning that it can be consistently demonstrated or performed by the student. These criteria ensure that the objective is specific and can be effectively evaluated, making it a suitable target for instruction and assessment.

4. "Point to the correct answer" is an example of which component of a behavioral objective?

Target behavior

Learner

Conditions

Criteria for acceptable performance

"Point to the correct answer" is an example of the target behavior component of a behavioral objective. The target behavior refers to the specific action or skill that the learner is expected to demonstrate. In this case, the target behavior is the act of pointing to the correct answer. The other components of a behavioral objective, such as the learner, conditions, and criteria for acceptable performance, may also be present but are not exemplified by the given phrase.

Explanation

"Point to the correct answer" is an example of the target behavior component of a behavioral objective. The target behavior refers to the specific action or skill that the learner is expected to demonstrate. In this case, the target behavior is the act of pointing to the correct answer. The other components of a behavioral objective, such as the learner, conditions, and criteria for acceptable performance, may also be present but are not exemplified by the given phrase.

5. Which of the following is NOT one of Bloom's levels of learning?

Analysis

Generalization

Synthesis

Comprehension

Generalization is not one of Bloom's levels of learning. Bloom's taxonomy categorizes learning into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. Generalization refers to the ability to apply knowledge or skills to a broader context or situation, which falls under the application level of learning. Therefore, generalization is not a separate level in Bloom's taxonomy.

Explanation

Generalization is not one of Bloom's levels of learning. Bloom's taxonomy categorizes learning into six levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. Generalization refers to the ability to apply knowledge or skills to a broader context or situation, which falls under the application level of learning. Therefore, generalization is not a separate level in Bloom's taxonomy.

6. Objectives on the IEP include:

Short-term objective, person responsible, criteria of mastery, and review data

Person responsible, parent's responsibility, and latency period

Short term objective, student's name, and review date

Long term goals, short term objective, and criteria for mastery

The correct answer is short-term objective, person responsible, criteria of mastery, and review data. This answer accurately lists the objectives that should be included in an Individualized Education Program (IEP). The short-term objective identifies a specific skill or behavior that the student is working towards. The person responsible indicates who is responsible for implementing and monitoring the objective. The criteria of mastery establishes the standard that the student must meet to demonstrate proficiency. The review data refers to the data that will be collected and reviewed to assess the student's progress towards the objective.

Explanation

The correct answer is short-term objective, person responsible, criteria of mastery, and review data. This answer accurately lists the objectives that should be included in an Individualized Education Program (IEP). The short-term objective identifies a specific skill or behavior that the student is working towards. The person responsible indicates who is responsible for implementing and monitoring the objective. The criteria of mastery establishes the standard that the student must meet to demonstrate proficiency. The review data refers to the data that will be collected and reviewed to assess the student's progress towards the objective.

7. All of the following are reasons for identifying the target behavior in the behavioral objective EXCEPT:

Consistency in behavior observation

Required by law

Facilitates continuity of instruction

Confirmation by a third party

Identifying the target behavior in a behavioral objective is important for consistency in behavior observation, facilitates continuity of instruction, and confirmation by a third party. However, it is not necessary to identify the target behavior in a behavioral objective because it is required by law.

Explanation

Identifying the target behavior in a behavioral objective is important for consistency in behavior observation, facilitates continuity of instruction, and confirmation by a third party. However, it is not necessary to identify the target behavior in a behavioral objective because it is required by law.

8. When presented with a fast-food menu at Burger Barn, Brooke will place her order within 30 seconds, 8 out of 10 trials over 3 consecutive weeks. This objective represents the ________ level of response competence.

Generalization

Fluency

Acquisition

Maintenance

The objective of placing an order within 30 seconds, consistently over multiple trials and weeks, demonstrates fluency in response competence. Fluency refers to the ability to perform a skill quickly, accurately, and effortlessly. In this case, Brooke's consistent and efficient ordering within the given time frame indicates that she has acquired the necessary skills and can execute them smoothly.

Explanation

The objective of placing an order within 30 seconds, consistently over multiple trials and weeks, demonstrates fluency in response competence. Fluency refers to the ability to perform a skill quickly, accurately, and effortlessly. In this case, Brooke's consistent and efficient ordering within the given time frame indicates that she has acquired the necessary skills and can execute them smoothly.

9. __________ refers to repeated practice after an objective has been initially accomplished.

Response prompting

Fluency

Overlearning

Distributed practice

Overlearning refers to the process of continuing to practice a skill or objective even after it has been initially accomplished. This involves repeating the practice to a level where the skill becomes automatic and can be performed effortlessly. Overlearning helps to improve retention and fluency in the skill, as it strengthens the neural connections associated with that particular task. It ensures that the skill is deeply ingrained in memory and can be easily recalled and performed without hesitation.

Explanation

Overlearning refers to the process of continuing to practice a skill or objective even after it has been initially accomplished. This involves repeating the practice to a level where the skill becomes automatic and can be performed effortlessly. Overlearning helps to improve retention and fluency in the skill, as it strengthens the neural connections associated with that particular task. It ensures that the skill is deeply ingrained in memory and can be easily recalled and performed without hesitation.

10. Antecedent stimuli or conditions may be defined by the teacher to set up the appropriate response. They may include:

Enviornmental setting, written instructions or verbal responses

Demonstration, materials to be used and number of responses

Identifiable behavior, amount of assistance and demonstration

Demonstration, verbal instructions and manner of assistance

The antecedent stimuli or conditions that the teacher may define to set up the appropriate response include demonstration, verbal instructions, and manner of assistance. This means that the teacher may show how to perform a task, provide verbal instructions on what to do, and offer assistance in a specific manner. These actions help to guide and support the student in understanding and carrying out the task correctly.

Explanation

The antecedent stimuli or conditions that the teacher may define to set up the appropriate response include demonstration, verbal instructions, and manner of assistance. This means that the teacher may show how to perform a task, provide verbal instructions on what to do, and offer assistance in a specific manner. These actions help to guide and support the student in understanding and carrying out the task correctly.