Stimulus Control part 2

Question 1

Stimulus Control

Answer 1

Bringing responses a learner already knows under the control of the appropriate cue or signal (alberto & troutman 2013)

Question 2

Prompts

Answer 2

supplementary antecedent stimuli used to occasion a correct response in the presence of an SD (will eventually control behavior)

Question 3

Response Prompts

Answer 3

• verbal : vocal
• modeling : demonstration of desired behavior

-physical guidance : partially physically guiding the learners movements

Question 4

Stimulus Prompts

Answer 4

• movement cues (gesturing) : tapping/pointing/looking at
• position cues : place one stimulus closer to the learner
• redundance : stimulus or response dimensions are paired with correct choice

Question 5

Transfer of Stimulus Control

Answer 5

transfer stimulus control from prompt to naturally-existing stimuli quickly using fading

(prompts should be used only during acquisition)

Question 6

Transferring from Response Prompts

Answer 6

most-to-least prompts
- physically guiding learner through entire performance (error-less)

• gradually reduce amount of physical assistance (modeling –> verbal –> natural)

Question 7

Transferring from Response Prompts

Answer 7

least-to-most prompts
- provide learner with an opportunity to perform the response with the least amount of assistance on each trial

• learner receives greater degrees of assistance with each successive trial without a correct response

Question 8

Response Maintenance

Answer 8

extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior’s initial appearance in the learners repertoire has been terminated

Question 9

Setting / Situation Generalization

Answer 9

extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting

Question 10

Instructional Setting

Answer 10

total environment where instruction occurs including any aspects of the environment, planned or unplanned that may influence the learners acquisition and generalization of the target behavior

Question 11

Generalization Setting

Answer 11

any place or stimulus that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired

Question 12

Response Generalization

Answer 12

extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior

Question 13

Faulty Stimulus Control

Answer 13

target behavior comes under the restricted control of an irrelevant antecedent stimulus

Question 14

Stimulus Equivalence

Answer 14

emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

Question 15

Generalization Across Subjects

Answer 15

changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people

(AKA: vicarious reinforcement)

Question 16

Target Behaviors Should be Selected Carefully

Answer 16

• numerous criteria have been suggested
• a behavior is only functional to the extent that it produces reinforcement for the learner
• behaviors that are not followed by reinforcers on at least some occasions will not be maintained

Question 17

Planning for Generalized Behavior Change

Answer 17

• list all the behaviors that need to be changed
• list all the settings & situations in which the target behavior should (or should not) occur
• pre-intervention planning

Question 18

Strategies & Tactics for Promoting Generalization

Answer 18

• teach the full range of relevant stimulus conditions and response requirements
• instructional setting similar to generalized setting
• maximize target behaviors contact with reinforcement in the generalization setting
• train to generalize

Question 19

Teach the Full Range of Relevant Stimulus Conditions

Answer 19

• teach sufficient STIMULUS examples
• tech sufficient RESPONSE examples
• generalize case analysis
• negative teaching examples

Question 20

Instructional Setting Similar to the Generalized Setting

Answer 20

1. program common stimuli (includes typical features of the generalization setting into the instructional setting)
2. teach loosely
   (randomly varying noncritical aspects of the instructional setting within and across teaching settings)

Question 21

Programing Common Stimuli

Answer 21

two step process:
1. identify salient stimuli that characterize the generalization setting

2. incorporating those stimuli into the instructional setting

Question 22

Maximize Contact with Reinforcement

Answer 22

• tech behavior to levels required by natural contingencies
• program indiscriminable contingencies (delay rewards/ intermittent schedules of reinforcement)
• set behavior traps
• ask people in the generalization setting to reinforce the behavior
• teach the learner to recruit reinforcement

Question 23

Indiscriminable Contingencies

Answer 23

a contingency in which the learner cannot discriminate whether the next response will produce reinforcement

Question 24

Intermittent Schedules of Reinforcement

Answer 24

• behaviors that have a history of intermittent schedules of reinforcement often to continue to be emitted for relatively long periods of time after reinforcement is no longer available

(all indiscriminable contingencies of reinforcement involve intermittent schedules of reinforcement BUT NOT all schedules of intermittent reinforcement are indiscriminable)

Question 25

Intermittent Schedules of Reinforcement & Delayed Rewards are Similar in that

Answer 25

• reinforcement is not delivered each time the target behavior is emitted
• there is no clear stimuli to signal the learner which current responses will produce reinforcement

Question 26

Success of Using Delayed Rewards Depends on

Answer 26

• the indiscriminability of the contingency
• the learner understanding the relation between emitting the target behavior at an earlier time and receiving a reward later

Question 27

Guidelines for Programming Indiscriminable Contingencies

Answer 27

• use CRF during initial acquisition or when strengthening little-used behaviors
• systematically thin the schedule of reinforcement based on the learners performance
• gradually increase the response-to-reinforcement delay when using delayed rewards
• explain what the reward is for when using delayed rewards

Question 28

Train to Generalize

Answer 28

• reinforce response variability
• instruct the learner to generalize

Question 29

Modifying & Terminating Successful Interventions

Answer 29

shifting from intervention conditions to postintervention can be accomplished by modifying one or more parts of the three-term contingency

Question 30

Guiding Principles for Promoting Generalized Outcomes

Answer 30

• minimize the need for generalization as much as possible
• conduct generalization probes before, during, and after instruction
• involve significant others whenever possible

-promote generalization with the least intrusive/least costly tactics possible

• contrive intervention tactics as needed to achieve important generalized outcomes