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Antecedent Control Procedures

Antecedent Control Procedures. Stimulus Control. Learning to do things under the right circumstance (time, place, & circumstance) Response that occurs in the presence of S D but not in its absence is under stimulus control EXAMPLE: Green light – go Stop sign – stop

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Antecedent Control Procedures

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  1. Antecedent Control Procedures

  2. Stimulus Control • Learning to do things under the right circumstance (time, place, & circumstance) • Response that occurs in the presence of SD but not in its absence is under stimulus control EXAMPLE: • Green light – go • Stop sign – stop • Item out of reach – ask for help

  3. Stimulus is SD if: • SD is a signal that a particular response will result in reinforcer • What are the stimuli in the school environment that are SD’s for student behavior? EXAMPLES • Put up overhead – S. write notes – gets good grades on a test • T. asks a question – S. raises hand – student gets called on

  4. Stimulus is S∆ if: • In the presence of a stimulus the response does not occur • A response that was SR+ in the presence of an SD is not SR+ in the presence of an S∆ • S∆ – response – no reinforcement • S∆ – no response • Hold up a cookie – S. says “cake” – S. does not get cookie

  5. How to Teach Stimulus Discrimination • In teaching, we set up the SD for specific behavior to occur and the provide SR+ • We do not SR+ when behavior does not occur Example: Teacher has a picture of a cookie and provides SR+ when student says “cookie” and not when a picture of a drink is present

  6. Problems Overselectivity • The S. responds to some irrelevant stimulus or to only one aspect of the stimulus as opposed to the stimulus as a whole Examples Remembering names by the seat one sits in or context (trouble when you see person out of context)

  7. Other Ways to Teach Discriminative Stimulus Prompts • additional stimulus that increases the probability that an SD will occasion a response • are for rapid learning without excessive mistakes • Response prompts – form of assistance with a reponse • Stimulus prompts – temporary changes to the stimulus

  8. Prompts • Use the least amount of prompts necessary to facilitate correct responding • Focus on the stimulus not distract from it • Any prompt that is added to an instructional interaction must be faded (i.e., removed) • Prompts occur BEFORE the child’s response • Prompts occur during or after the instruction • A prompt is only a “good” prompt if it results in a child’s correct response • Prompts must be faded gradually and systematically

  9. Verbal • “Does the number end in a 0, then it is a factor of 10” • Visual • Vocational jig • How to put correct headings on paper • Word walls

  10. Modeling • Models most likely imitated: • Have high status • Have a demonstrated competence • Similar to themselves • Limitations • Some behaviors difficult to imitate • Over reliance on prompts rather than natural SD

  11. Fading (shifting stimulus control to the stimulus) • Fading too quickly can put a behavior on extinction • Fading too slowly can cause a behavior to be prompt dependent • Using full physical prompts to teach hand washing. Moving to no prompts before the student is ready may leave the student staring at the water. • S. waits to wash hands until someone takes the student’s hand and prompts him through the activity

  12. Most-to-Least Prompting • Select the target behavior • Identify the stimulus that signals the student to respond • Select the number of levels and type of prompts in the hierarchy • Determine the length of the response interval • Determine the criterion for progressing to the next level of prompt • Select the schedule for testing • Determine the consequences for responding • Determine data collection

  13. Least-to-Most Prompting • Identify the stimulus that cues the student to respond • Select the number of levels and the type of prompts in the hierarchy • Determine the length of the response interval • Determine the consequences to be used for each student response • Select a data collection system

  14. Graduated Guidance • Most often used with chained tasks • Task analysis is taught simultaneously • Prompts are provided and removed as necessary based on independent responding

  15. Time Delay • Identify the cue for student responding • Identify the controlling prompt • Determine the student’s ability to wait for the prompt • Identify the number of 0-sec delay trails • Determine the length of the prompt delay interval • Determine consequences for responding • Select a data collection system

  16. Stimulus Prompts • Response prompts – the stimulus remains the same and only responses are prompted (prompts discussed previously) • Stimulus Prompts uses stimulus prompts – altering the stimulus to insure correct responding • Provides development of stimulus control without practicing errors • Most effective if only SD is change and stimulus attributes of the S∆ remain the same

  17. Differences in Shaping and Fading • Fading involves the gradual changing of the prompts while the response remains the same • Shaping involves the gradual changing of a RESPONSE while the stimulus stays the same

  18. Shaping Steps in using shaping: • Define target behavior • Know where to start • Determine how long to remain at each criterion level before moving to the next step • If step is too large, then the behavior will not get reinforced (put on extinction)

  19. Shaping - Differential Reinforcement • In fading – a response in the presence of and SD is reinforced and a response to an S∆ is not • In shaping, differential reinforcement is paired to responses that successively approximate the desired response Cupcake cupcake

  20. Shaping of a response Differential reinforcement for successive approximations Differential reinforcement • Only those responses that meet a criterion are reinforced • Shifting criterion for reinforcement • to obtain the terminal behavior • Used only when no combination of SR+, prompting, or changing are not successful

  21. Teaching Behaviors Mad Up of Chains Task Analysis • Breaking behaviors into their components • Breaking terminal behavior down to small tasks • Identify prerequisite skills required. It is difficult to have a TA inside of a TA. • List materials needed to perform the target skill • List all the component of the task in the order in which they must be preformed EXAMPLE: How to make a peanut butter and jelly sandwich

  22. Teaching Complex Behaviors Chaining • Reinforce individual responses for occurring in sequence to form a complex behavior • Typically used with a task that has been task analyzed EXAMPLE: • Get ready for the quiz: Step 1: put books and notes away Step 2: get out pencil Step 3: get quiet

  23. Teaching Behaviors Made Up of Chains • Backward Chaining • Last component is taught first • Forward Chaining • First component is taught first • Total Task Chaining • Requires the performance of all behaviors in the chain until mastery

  24. Response Fading • Gradually delaying or reducing the magnitude of a response prompt Stimulus Fading • Gradually removing elements of a stimulus until a new stimulus is formed that continues to control the response Considerations • Fading too quickly can put a behavior on extinction • Fading too slowly can cause a behavior to be prompt dependent

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