Topic 10 Flashcards
prompting
- giving stimuli before and during performance of behavior to increase the likelihood that person will engage in the target behavior at the correct time
- function is to produce instance of correct behavior so it can be reinforced
what to prompts supplement?
normal S^D or modify it to make it more salient or make s-delta less salient
response prompt
behavior of another person that evokes the target behavior from the target person when S^D is also present
- varies intrusiveness
- one person exerting control over another
verbal prompt
hints, instructions, commands or other spoken words used to guide or direct behavior
- modeling prompt
- effective because people have a history of reinforcement for following instructions and develop generalized instruction following repertoire
- instructions have stimulus control over instruction-following behavior
gestural prompt
physical movements that indicate how, where or what behavior to perform
- in the presence of S^D
modeling prompt
demonstration of entire target behavior by another person
- observes and imitates modeled behavior in presence of S^D
- effective because people have history of reinforcement for imitating models and develop generalized imitative behavior
physical guidance prompt
another person physically assists in execution of target behavior
- hand-over-hand guidance in which trainer guides person’s hand through behavior
- physical prompting
three-step prompting
use prompts progressively, starting with verbal, modeling then physical guidance prompts
stimulus prompt
- S^D is changed (within stimulus) or stimulus is added (extra-stimulus) or removed to encourage target behavior
- change S^D or S-delta that makes S^D more salient and S-delta less salient so person is more likely to respond to S^D
within-stimulus prompt
changing the S^D in some way
extra-stimulus prompt
adding a stimulus to S^D
picture prompts
drawings or photos
- Wacker and Berg help adolescents with intellectual disabilities complete complex vocational tasks correctly
auditory prompts
sounds
- no speech
environmental prompts
alterations or additions to physical surroundings in which S^D is presented
stimulus control
prompts are faded, reduced or eliminated so that target behavior occurs to the normal S^D alone, behavior continues to be reinforced
- prompting and fading help establish
fading
gradual elimination of prompting as the behavior continues to occur in presence of S^D so that eventually it is no longer needed
- transferred from prompts to S^D
response prompt fading
- prompt fading
response prompt is gradually lessened
fading within prompt
same prompt used but is decreased in magnitude
- Berkowitz: physical prompting and fading within prompt to teach boys with profound intellectual disabilities to eat with a spoon
fading across prompts
prompt is changed according to prompting hierarchy
- most to least prompting and fading
- least to most prompting and fading
most to least prompting and fading
- decreasing assistance
- prompts change from more intrusive to less intrusive
(physical guidance - modeling - gestural - verbal) - teaching a skill and person likely needs physical guidance prompt
least to most prompting and fading
- increasing assistance
- system of least prompts
- prompts change from less to more intrusive until behavior is performed
- learned the skill and may not need physical guidance prompt
graduated guidance
used in fading physical guidance prompts, teacher provides as much physical guidance as required then gradually reduces it
- pressure/contact may be reduced
shadowing
teacher’s hand follows learner’s movement without contact
spatial fading
focus on guidance changes from fingers, to hand, to wrist, to elbow
- teacher’s hand contact
stimulus prompt fading
- stimulus fading
stimulus prompt is decreased in magnitude or freq - transfer stimulus control to natural S^D
- stimulus prompt involves a change in some aspect of S^D
prompt delay
present S^D, wait a certain number of secs and if target behavior does not occur, provide the prompt
- time delay may be constant or progressive
- typically used only with response prompts
Cuvo and Klatt
- taught adolescents with disabilities to read common words that they would encounter in everyday life
- used constant prompt delay procedure
- verbal prompt
Matson et al.
- progressive or graduated prompt delay procedure to teach children with autism to make appropriate social responses
- verbal and modeling prompt
how to use prompting and transfer of stimulus control
- choose most appropriate prompting strategy
- get learner’s attention
- always present S^D - learning trial starts with S^D presented
- prompt correct response if S^D does not evoke it
- reinforce correct behavior
- transfer stimulus control - prompts eliminated
- continue to reinforce unprompted responses
transfer of stimulus control
prompts are removed once the target behavior is occurring in presence of S^D
- prompt fading, prompt delay, and stimulus fading
types of response prompts
- verbal
- gestural
- modeling
- physical
types of stimulus prompts
- within-stimulus
- extrastimulus
prompting and transfer of stimulus control in autism
- often receive early intensive behavioral intervention to teach important academic skills
- develop same skills as their peers and achieve success
- advanced skills are built off of basic skills
learning trial
sequence of presenting S^D, prompting response and providing reinforcer
- repeat learning trial and subsequent provide less physical prompting until independent
verbal behavior
behavior is reinforced by listener as opposed to nonverbal behavior that is reinforced by changes in physical environment
- EIBI important component
- Skinner- used verbal operants
verbal operants
verbal response that is defiend by types of antecedents and consequences that control its occurrence
- echoic, mand, tact, intraverbal
- echoic repertoire valuable when training the other verbal operants
echoic
child imitates or echoes verbal response of another person and receives or other social reinforcement
- ABC
antecedent: word or word sound that is spoken by another person
behavior: child repeats the word
consequence: child gets praise/ nonspecific reinforers
mand
particular thing functions as a reinforcer
- child asks for it and gets it from someone as a reinforcer
antecedent: EO is present that makes something a reinforcer
behavior: child engages in verbal response
consequence: child gets specific reinforcer- thing identified by verbal response
Sundberg and Michael
referred to reinforcer for the mand as a specific reinforcer because verbal response specifies reinforcer
tact
- occurs when something is present in environment, child names it and child gets praise other nonspecific reinforcers
- nonverbal stimulus could be detected through any senses as an antecedent and then naming it results in nonspecific reinforcer
antecedent: nonverbal stimulus
behavior: child makes verbal response that names it
consequence: child gets praise
intraverbal
- occurs when someone says something, child makes a verbal response to what the other persons says and child gets praise
antecedent: someone says something
behavior: child engages in some verbal response other than repeating what was said
consequence: child gets praise
multiple control
occurrence might be evoked by more than one antecedent or reinforced by more than one consequence
