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1 teaspoon = _______ ml Only include number in answer.

Choice 3:  How does the pragmatism of Peirce, Dewey, Whitehead, and James relate to the position identified as radical behaviorism or behavior selection?  What was Skinner’s position prior to his conversion to radical behaviorism and what are the critical distinctions between radical behaviorism/behavior selection and methodological behaviorism and logical positivism?

Choice 2: Behavioral economics describes a range of principles relevant to the control of behavior.  Name and describe the major behavioral economics principles Briefly summarize supporting basic and/or applied literature (e.g., Martinez and Greer’s study on matching law). Discuss how behavioral economics principles can be used to better design classrooms and instruction

I will not use outside resources during the duration of this exam.

I will not use outside resources during the duration of this exam.

Choice 1:   Describe the similarities and differences between incidental-bidirectional naming and Relational Frame Theory.  Be sure to describe each and relate them on similarities and note specific differences.

Single Subject Design Choice 1 of 2   Learning Topic: What is the effect of establishing conditioned reinforcement for reading in terms of your student’s reading progression?  Be sure to include tests of the effects of establishing conditioned reinforcement for reading, not just tests of the establishment of conditioned reinforcement for reading.   A. How is this topic socially and educationally significant and are there related studies, if you know them, that are relevant to the topic?   B. Describe the number and characteristics of your participants (gold standard)   C. Provide a full operational description and definition of the behavior or behaviors that constitute your dependent variable or dependent variables.   D. Describe how you measure your dependent variable or variables. That is, what dimension or dimensions of the behavior or behavior effects will you select to measure as your dependent variable (e.g., event, duration, whole interval, partial interval, brief time, effect, sample to name a few options)?   E. Describe how will you graph or visually display your data.  For each graph, describe what will be displayed on the x- and y-axes.  Also describe the number of data points per phase/condition so that a reviewer can imagine what your graph would look like (and ensure your study meets the quality indicators).   F. Briefly describe your Independent variable intervention. Describe your intervention and the criterion for ceasing the intervention, or the number of sessions for the intervention.  You may also include a measure and measurement criterion for the fidelity of your treatment, although you do not necessarily have to do this.   G. Describe your design, including how you will label it. Include the number of pre-intervention sessions and post intervention sessions and your rationale for determining the number of sessions for each.

I will not share the Certification Exam questions with peers.

Group Design Choice 1 of 2   Luria, Vygotstky’s student, once said: “language is a system of codes adequate for independently analyzing an object and expressing any of its features, properties, and relationships. The word is the foundation of the system of codes which ensures the transition from the sensory to the rational world” (Luria, 1982, p. 39). Therefore, the word, not reading and writing skills, becomes the main instrument of human conscious activity, or in other words, the mental tools of literate thought. Such an understanding of literate thought does not limit the mode of the word to print, which suggests that literate thought could be mode independent.   A. What is literate thought? What is your understanding of the mode independence nature of literate thought?   B. The mode independence nature of literate thought justifies New and Multiple Literacies as equal vehicles for the development of literate thought besides print literacy. Furthermore, it is hypothesized that literacy development in New and Multiple Literacies might contribute to the development of print literacy as well. An elementary school is running a New and Multiple Literacies program, a 10-week comprehension monitoring intervention for 24 3rd graders with specific language impairments in the afterschool program. Design one 45-minute lesson for the program. Make sure to include the following information: The theme/content of the lesson The goals/behavioral objectives of the lesson What will you expect the students to do with teacher assistance? What will you expect the students to do independently or with little assistance?   C. You aim to test the efficacy of the 10-week intervention program by comparing students in this elementary school to those in the afterschool program of the neighboring elementary school, who did not receive the intervention. Design an intervention study to test this research aim. Describe the participants in your overall sample and the sub-sample groups. What are three independent variables (including covariates) you will measure? Why and how will you collect data on those independent variables? What are two dependent variables you will measure? Why and how will you collect data on those dependent variables? Describe the group-level research design you will use, including when you will collect data on each of the variables above, and how your design addresses issues of validity. Write two testable research questions for your study. Your research questions should explicitly address the research aim.  Be sure that you have referred to each of the independent and dependent variables somewhere in the research questions. For each research question, describe the statistical analysis you will perform to test the research question. Be clear about how you will include each of your variables as part of the statistical analysis.   

As the most frequent human chromosomal abnormality (i.e., trisomy of Chromosome 21), Down syndrome occurs in approximately 1.5 per 1,000 live births.     A. Generally speaking, what are the reading difficulties of children with Down syndrome? Where can the reading difficulties be traced to?   B. List ONE effective reading instructional strategy for children with Down syndrome.   C. You aim to compare the effectiveness of this strategy for children with Down syndrome to the effectiveness for children with William syndrome. Design an intervention study to address this research aim.  Describe the participants in your overall sample and the sub-sample groups. What are three independent variables (including covariates) you will measure? Why and how will you collect data on those independent variables? What are two dependent variables you will measure? Why and how will you collect data on those dependent variables? Describe the group-level research design you will use, including when you will collect data on each of the variables above, and how your design addresses issues of validity. Write two testable research questions for your study. Your research questions should explicitly address the research aim.  Be sure that you have referred to each of the independent and dependent variables somewhere in the research questions. For each research question, describe the statistical analysis you will perform to test the research question. Be clear about how you will include each of your variables as part of the statistical analysis.