B-10 Stimulus Control Flashcards
Stimulus Discrimination
Tendency of behavior to have different frequencies in different situations
Ex: More like to say ‘shit’ in front of spouse than grandmother
Discriminative Stimulus (SD)
An event/situation where reinforcement is Available
An event in the presence of which target behavior is likely to have consequences that affects its frequency
Ex: More like to say ‘shit’ in front of spouse than grandmother
Discriminative Stimulus–Presence of Spouse
S-Delta
An event/situation where reinforcement is Not available
Ex: More like to say ‘shit’ in front of spouse than grandmother
S-Delta: The presence of grandmother
Stimulus Control
The tendency of a behavior to occur in the presence of the SD but not in the presence of S-Delta
The tendency of behavior to occur more frequently in the presence of a particular stimulus (the SD) because the behavior has been reinforced in the presence of that stimulus.
The SD is said to have stimulus control over the behavior.
Pre-Attending Skills
In order to notice stimulus, and for that stimulus to have salience, a learner must possess pre-attending skills necessary for the setting.
Ex: The pre-attending skills for kindergartners: Orienting, attending skills, listening
Stimulus Salience
It refers to how obvious or prominent a stimulus is in a learner’s environment.
Ex: If a person has visual deficits, then visual stimulus will not have as much salience as auditory stimulus,
Masking
Competing stimulus interferes with responding despite the presence of discriminative stimulus (SD) being present
Ex: Student knows the answer but (won’t answer in front of peers)–>competing stimulus.
Overshadowing
Overshadowing is when the first stimulus has no more stimulus control.
A competing stimulus interferes with the SD having stimulus control
Ex: The teacher doesn’t have student’s attention because he is watching butterflies outside the window
Different types of Prompts
Response Prompts: Physical guidance
Modeling
Verbal instructions
Stimulus Prompts: Movement
Position
Redundancy
Least to Most Prompts
Give SD and then wait for response to be performed.
If it is not given then provide the least intrusive prompt first, then second least intrusive, etc.
Most to Least Prompts
Present the prompt at maximum intensity, and gradually use a less intense prompt over successive trials.
Graduated Guidance
Give prompts were they are required, but immediately fade when a person begins to perform the response
Time Delay
Instruction is given followed by a waiting period after which prompt is provided
(Stimulus) Fading
The gradual withdrawal of prompts, such that the SD alone evokes the desired behavior
