Quiz 9 (Ch. 10) Flashcards
prompts
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)
response prompt
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
verbal prompt
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)
gestural prompt
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)
modeling prompt
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)
physical prompt (phys. guidance)
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
stimulus prompts
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
within-stimulus prompt
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)
extrastimulus prompt
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)
transfer of stimulus control
right behavior occurs at right time w/o prompts
3 ways to transfer stimulus control
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
prompt fading
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)
least to most prompting and fading
-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
most to least prompting and fading
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
prompt delay
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
stimulus fading
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)
“can’t do” problem
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
“won’t do” problem
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
guidelines in prompting and transferring stimulus control
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
1) choose most appropriate prompting strategy
-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
2) get learner’s attention
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.”)
3) present SD
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)
4) prompt correct response
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
5) reinforce right behavior
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)
6) transfer stimulus control
-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
7) keep reinforcing unprompted responses
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)
early intensive behavorial intervention (EIBI)
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
learning trial
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
