Module 8 Flashcards
Shaping
process of systematically and differentially reinforcing successive approximations to a terminal behavior
successive approximations
series of rewards that provides positive reinforcement for behavior changes that are successive steps towards the final desired behavior
shaping as a procedure
differentially reinforce responses leading to the desires performance, slight changes in form or rate and continue to increase the response requirement, terminal goal (clearly specify end goal), in between are sub goals, criteria approximations (quantity, rate, latency, intensity, topography), starting point, step progression- size and duration, combine with other procedures
combine shaping with
prompting, fading, chaining
Pryor’s 10 Laws of Shaping
- raise criteria in increments small enough so client has a realistic chance of reinforcement
- Train one aspect of any particular behavior at a time. Don’t shape two criteria together
- Put current level of response on a variable ratio schedule of reinforcement before adding or raising criteria
- When you start to target new one, temporarily relax old ones
- Stay ahead of client: don’t be surprised if they make sudden progress
- Don’t change teachers midstream. One shaper per behavior
- If one shaping procedure does not work, try a different one
- Don’t interrupt a training session gratuitously
- If behavior deteriorates, quickly review shaping process with easily earned reinforcers
- End each session on a high note if possible, but in any case, quit while you are ahead
Progressive thinking
lots of flexibility in this
- expanding response classes (goal is to get more and more behavior as you go on)
- shaping a reciprocal process
- your behavior is controlled by learners behavior- NOT protocol
Shaping artistry
shaping is a reciprocal process
being attuned and responsive to fluctuations, day to day, minute to minute
in turn shapes our method, timing, intuition for assessment and shaping
Prompting: Terminology
teacher engages in behavior that increases likelihood that the student will respond correctly
Response prompts
operate directly on response: verbal instructions, modeling, physical guidance
Stimulus Prompts
operate directly on the antecedent stimuli: looking at, gestural
Controlling prompt
any prompt where learner responds correctly nearly 100% of the time
Common inadvertent prompts
didn’t mean to
position of stimuli
eye contact
partial verbal
prompt types
specific prompt types are provided
prompting systems
guidelines/rules
- when to provide prompts
- when to fade prompt
purpose of prompting system
to keep client successful - reduce unneeded errors transfer of stimulus control - from prompt or prompt type to discriminative stimulus Skill acquisition - new skills - generalization - maintenance
Gesture
ex: pointing towards card
indicating what correct target is by pointing
provides right after instruction
reduction of the field
ex: taking away cards when they are not the target card
by taking away options increasing likelihood that she is going to respond correctly
- can do proactively and reactively
positional
controversial
putting correct response closer to the learner
Model
ex: who is it?- says the answer and the client echos
telling student what you want them to say
Within-stimulus
wanting to highlight something in stimulus that will lead them to get correct
Observational
ex: one child to label correctly and goes back to other child to see if he was paying attention
Partial Physical
not fully guiding but just enough where they will respond correctly
Full physical
directly leading them to correct repsonse
Prompting Systems
Time based: simultaneous, constant time delay, progressive time delay
Hierarchy based: least-to-most, most-to-least, graduated guidance
Error Based: no-no prompt
Clinical Judgment Based: Flexible Prompt Fading
Time-based prompting system
Teacher provides prompts all based on time criteria
Simultaneous Prompting
- near errorless
- teacher provides a controlling prompt on every trail: prompts never fade
- determine controlling prompt ahead of time
- two types of trials: probe, teaching
example trial
present stimuli- instruction along with full physical- correct response- reinforcing consequence (if incorrect response- corrective feedback): than you repeat these
simultaneous advantages
- easy to implement
- do not have to worry about time
- avoids corrective feedback
disadvantages
- can lead to prompt dependency
- can lead to inattention
- requires determining a controlling prompt
- limited effectiveness
- only one type of prompt
Constant time delay
time based with two levels
- 0 second
- 3 to 10 second
instruction and wait that time before prompt
- prompt provided is controlling prompt
- wait response: teach proactively, remind throughout
- determine the wait time: their processing speed. determine ahead of time
- determine the consequence ahead
- determine up and down criterion: when you move from 0 seconds to longer delay, how many trials until they move to longer time. How many when they need to go back to 0 seconds?
Constant time delay advantages
- easy to implement
- singular prompt types
- targets waiting
- transfer of stimulus control easily determined
disadvantages
- requires waiting skills
- can lead to prompt dependency
- requires determining a controlling prompt
- only one prompt
Progressive Time Delay
time based with multiple levels
- start off with 0 seconds, after certain level of trials, than you move to 2 and so on and so forth
- each time you move up you provide instruction, give amount of time, if they do not respond you provide the prompt
- one prompt type: controlling prompt
- wait response: teach proactively, remind throughout
- determine wait time, consequence, up and down criterion
Progressive Time Delay advantages
- gradual fade across time
- singular prompt type
- targets waiting
- transfer of stimulus control easily determined
disadvantages
- Requires waiting skill
- only one prompt type
Hierarchy Based
from most intrusive prompt to least intrusive
Least-to-most
- system of least prompts
- starts with Sd alone and moves to most intrusive
- across prompt types
- within one prompt type: sometimes
- determining the hierarchy: assistive and intrusiveness, movement criteria, one or all targets?, number of levels
- feedback provided on incorrect responses
Least-to-most advantages
allows for independence, not over prompting, multiple prompt types
Disadvantages
Difficult to implement, multiple prompts, multiple hierarchies, allows for errors, prompt dependency
Most-to-least
- Decreasing assistance
- starts with most assistive prompt and moves to Sd alone
- across prompt types
- within one prompt type: sometimes
- determining hierarchy: assistive and instructional level, movement criteria, one or all targets?, number of levels
- feedback provided on incorrect responses
advantages
reduces unnecessary errors, gradual fade, multiple prompt types
disadvantages
difficult to implement, multiple prompts, multiple hierarchies, allows for unneeded prompts, could cause inattention
Graduated guidance
similar to most-to-least usually refers to only using physical prompting all promts: - full - partial
