Quiz 9 (Ch. 10) Flashcards

1
Q

prompts

A

antecedent stimulus to increase likelihood that one will engage in the right behavior at the right time in presence of SD to reinforce behavior in discrimination training

-may involve trainer’s behavior (response prompts) or supplemental enviro. stimuli (stimulus prompts)

(i.e., SD (ball) -> swing bat -> hit ball, praise (reinforcer)

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2
Q

response prompt

A

behavior of other person that evokes desired response in presence of SD

-verbal (least intrusive), gestural, modeling, physical (most intrusive)

-intrusive in that they involve on person exerting control over another

-neccessary and acceptable in teaching situation
–use least intrusive type of response and resort to more intrusive prompts only when necessary

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3
Q

verbal prompt

A

verbal behavior of other person results in right behavior in presence of SD

-instructions, rules, hints, reminders, questions

-effective because people have history of reinforcement for following instructions
–develop a generalized instruction following repertoire

(i.e., tell how to hit ball)

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4
Q

gestural prompt

A

gesture of other person that leads to right behavior in presence of SD

-effective because people have history of reinforcement for responding correctly to gestures

(i.e., point to place Tom should stand in batter’s box)

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5
Q

modeling prompt

A

person observes demonstration or modeling entire right behavior by model
–imitates modeled behavior in presence of SD

-works best with instructions in situations in which learner has opportunity to rehearse behavior immediately in a role-play

-imitation as behavior most people learn early
–people develop generalized imitative repertoire
(i.e. tell how to hit ball and show desired behavior)

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6
Q

physical prompt (phys. guidance)

A

executing ALL OF PART of behavior with learner

-mostly involves hand-to-hand guidance

-Sulzer-Azaroof and Mayer (1991): phys. prompts are appropriate when telling or showing person behavior is ineffective

-unless person resists, most behaviors can be prompted physically

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7
Q

stimulus prompts

A

change or addition or removal of stimulus to make right response more likely

-involve change in SD or S delta that makes SD more salient and S delta less salient so person is more likely to respond to SD

other stimuli may be used with SD or S delta to make SD more salient

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8
Q

within-stimulus prompt

A

changing position or dimension (shape, size, color, intensity) of SD

(i.e., SD (ball) -> swing bat -> hit ball, praise (reinforcer)
–easy pitch changes intensity in SD that makes it more likely that kids make right response and hit ball

-teacher who wanted child to point to EXIT sign by positioning it closer to student than ENTER sign, or if it were bigger)

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9
Q

extrastimulus prompt

A

adding another stimulus or cue to the SD

(i.e., line drawn next to home plate by coach helps player stand in right place when batting
–Wacker and Berg (1983): picture prompts to assemble items
–Alberto and Troutman (1986): X on right hand
–answer on back of multiplication cards)

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10
Q

transfer of stimulus control

A

right behavior occurs at right time w/o prompts

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11
Q

3 ways to transfer stimulus control

A

1) prompt fading
2) prompt delay
3) stimulus fading

-goal is to move from artificial stimulus control of prompts to natural stimulus control of SD

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12
Q

prompt fading

A

gradual elimination of prompt as behavior occurs in presence of SD until its no longer given

-transfer stimulus control from prompts to SD

-teaching isn’t done until prompts are totally faded

-most common method of stimulus control

(i.e., five less and less guidance as Trevor hits ball successfully)

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13
Q

least to most prompting and fading

A

-a.k.a. system of least prompts

-job coach gives least intrusive prompt first and uses more intrusive ones as necessary to get right behavior to occur

-used when trainer believes learner may not need a physical prompt to engage in right behavior and wants to give opportunity for learner to perform task w/ least help necessary

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14
Q

most to least prompting and fading

A

most intrusive prompt used first and faded to least intrusive ones

-used when trainer believes learner will need a physical prompt to engage in right behavior

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15
Q

prompt delay

A

present SD, wait certain # of seconds, and if right response isn’t made, give the prompt

-time delay may be constant or progressive

-first trial always starts with 0-second delay between SD and prompt

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16
Q

stimulus fading

A

removing additional stimulus as response starts occurring reliably in presence of SD

-used when stimulus prompt has change in aspect of SD itself (within-stimulus prompt)
–(i.e., easy -> normal pitch)

17
Q

“can’t do” problem

A

person hasn’t learned behavior or hasn’t learned to engage in behavior in correct situation

-appropriate procedure is prompting and transfer of stimulus control

18
Q

“won’t do” problem

A

person exhibited right behavior in past but now refuses to do it

-problem is noncompliance and prompting and transfer of stimulus control won’t be the most appropriate procedure

19
Q

guidelines in prompting and transferring stimulus control

A

1) choose most appropriate prompting strategy

2) get learner’s attention

3) present SD

4) prompt right response

5) reinforce right behavior

6) transfer stimulus control

7) keep reinforcing unprompted responses

20
Q

1) choose most appropriate prompting strategy

A

-pick one that best fits learner and learning task

-if novel behavior is being taught, response prompts are most appropriate because they can be used to make a new behavior in the appropriate situation

-for learners with limited abilities, stronger or more intrusive prompts like physical prompts are most appropriate

-less intrusive or weaker prompts should be used if learner is capable of benefiting from them

-if unsure of the level of prompt needed, use graduated prompt strategies (i.e. least -> most)

-stimulus prompts are most appropriate when one wants to help a person make a correct discrimination
–highlight SD -> more likelihood that learner will respond when SD is present

21
Q

2) get learner’s attention

A

reduce and eliminate distractions and competing stimuli

-prompt and reinforcer learner’s attention before beginning instructional trial

(i.e., “Watch how I swing the bat.”)

22
Q

3) present SD

A

learning trial always starts with presenting SD

-if learner makes correct response in presence of SD, prompts aren’t needed

-may be exception in which verbal or modeling prompt comes before SD
–(i.e., instructions or model how to swing bat)

23
Q

4) prompt correct response

A

if SD doesn’t evoke right response, prompt should be given

-when using stimulus prompt, one changes stimulus situation in some way when presenting SD or changing aspect of SD

-when using response prompt, present SD and immediately give appropriate response

24
Q

5) reinforce right behavior

A

when learner engages in correct behavior (prompted or unprompted) in presence of SD, immediately give reinforcer

-increase magnitude or reinforcement for unprompted responses

(i.e., more enthusiastic praise or larger amount of reinforcer should be given)

25
Q

6) transfer stimulus control

A

-prompts should be eliminated ASAP to transfer stimulus control from prompt to SD

-if response prompts are being used, fading or prompt delay procedures can be used to transfer stimulus control

-if stimulus prompts are being used, transfer stimulus control by means of stimulus fading procedures

-when fading response of stimulus prompts, fading steps should be small so that person keeps engaging in right behavior as prompts are faded

-if right behavior is lost, back up to previous fading step and give more of a prompt or stronger prompt

-when using prompt delay procedure, enhance transfer of stimulus control by providing more reinforcement for responses that occur during delay before prompt is given

26
Q

7) keep reinforcing unprompted responses

A

switch from continuous reinforcement schedule to an intermittent reinforcement schedule
–helps maintain correct behavior over time

-goal is to come under control of contingencies of reinforcement

(i.e., learn to hit ball -> get a hit)

27
Q

early intensive behavorial intervention (EIBI)

A

behaviorally trained professionals teach important academic skills so children with autism can develop same skills as peers w/o disabilities and achieve success when they enter school

-analyst conducts assessment and identifies sequence of skills that need to be trained

28
Q

learning trial

A

sequence of presenting SD -> prompting response -> giving reinforcer

-repeat trials and in each subsequent trial, give less physical prompting (fading) until behavior is done without prompts