Antecedent Control Procedures. Stimulus Control Learning to do things under the right circumstance (time, place, & circumstance) Response that occurs.

Antecedent Control Antecedent Control ProceduresProcedures

Stimulus ControlStimulus Control

Learning to do things under the right Learning to do things under the right circumstance (time, place, & circumstance)circumstance (time, place, & circumstance)

Response that occurs in the presence of SResponse that occurs in the presence of SDD but but not in its absence is under stimulus controlnot in its absence is under stimulus control

EXAMPLE:EXAMPLE:

Green light – goGreen light – go

Stop sign – stopStop sign – stop

Item out of reach – ask for helpItem out of reach – ask for help

Stimulus is SStimulus is SDD if: if:

SSDD is a signal that a particular response is a signal that a particular response will result in reinforcerwill result in reinforcerWhat are the stimuli in the school What are the stimuli in the school environment that are Senvironment that are SDD’s for student ’s for student behavior?behavior?

EXAMPLESEXAMPLESPut up overhead – S. write notes – gets good Put up overhead – S. write notes – gets good grades on a testgrades on a test

T. asks a question – S. raises hand – student T. asks a question – S. raises hand – student gets called ongets called on

Stimulus is SStimulus is S∆∆ if: if:

In the presence of a stimulus the response In the presence of a stimulus the response does not occurdoes not occur

A response that was SRA response that was SR+ in the presence in the presence of an Sof an SDD is not SR is not SR+ in the presence of an in the presence of an SS∆∆ – SS∆∆ – response – no reinforcement – response – no reinforcement– SS∆∆ – no response – no response– Hold up a cookie – S. says “cake” – S. does Hold up a cookie – S. says “cake” – S. does

not get cookienot get cookie

How to Teach Stimulus How to Teach Stimulus DiscriminationDiscrimination

In teaching, we set up the SIn teaching, we set up the SDD for specific for specific behavior to occur and the provide SRbehavior to occur and the provide SR+ We do not SRWe do not SR+ when behavior does not when behavior does not occuroccur

Example:Example:Teacher has a picture of a cookie and Teacher has a picture of a cookie and

provides SRprovides SR+ when student says “cookie” when student says “cookie” and not when a picture of a drink is and not when a picture of a drink is presentpresent

ProblemsProblems

OverselectivityOverselectivityThe S. responds to some irrelevant The S. responds to some irrelevant

stimulus or to only one aspect of the stimulus or to only one aspect of the stimulus as opposed to the stimulus as a stimulus as opposed to the stimulus as a wholewholeExamplesExamples

Remembering names by the seat one sits in or Remembering names by the seat one sits in or context (trouble when you see person out of context (trouble when you see person out of context)context)

Other Ways to Teach Other Ways to Teach Discriminative StimulusDiscriminative Stimulus

Prompts Prompts

additional stimulus that increases the probability that an SSDD 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

PromptsPromptsUse the least amount of prompts necessary to facilitate Use the least amount of prompts necessary to facilitate correct respondingcorrect responding

Focus on the stimulus not distract from itFocus on the stimulus not distract from it

Any prompt that is added to an instructional interaction Any prompt that is added to an instructional interaction must be faded (i.e., removed)must be faded (i.e., removed)

Prompts occur BEFORE the child’s responsePrompts occur BEFORE the child’s response

Prompts occur during or after the instructionPrompts occur during or after the instruction

A prompt is only a “good” prompt if it results in a child’s A prompt is only a “good” prompt if it results in a child’s correct responsecorrect response

Prompts must be faded gradually and systematicallyPrompts must be faded gradually and systematically

VerbalVerbal– ““Does the number end in a 0, then it is a Does the number end in a 0, then it is a

factor of 10”factor of 10”

VisualVisual– Vocational jigVocational jig– How to put correct headings on paperHow to put correct headings on paper– Word wallsWord walls

ModelingModelingModels most likely imitated:Models most likely imitated:– Have high statusHave high status– Have a demonstrated competenceHave a demonstrated competence– Similar to themselvesSimilar to themselves

LimitationsLimitations– Some behaviors difficult to imitateSome behaviors difficult to imitate– Over reliance on prompts rather than natural Over reliance on prompts rather than natural

SSDD

Fading Fading (shifting stimulus control to the (shifting stimulus control to the stimulus)stimulus)

Fading too quickly Fading too quickly can put a behavior can put a behavior on extinctionon extinction

Fading too slowly Fading too slowly can cause a can cause a behavior to be behavior to be prompt dependentprompt 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

Most-to-Least PromptingMost-to-Least Prompting

Select the target behaviorSelect the target behavior

Identify the stimulus that signals the student to Identify the stimulus that signals the student to respondrespond

Select the number of levels and type of prompts in Select the number of levels and type of prompts in the hierarchythe hierarchy

Determine the length of the response intervalDetermine the length of the response interval

Determine the criterion for progressing to the next Determine the criterion for progressing to the next level of promptlevel of prompt

Select the schedule for testingSelect the schedule for testing

Determine the consequences for respondingDetermine the consequences for responding

Determine data collectionDetermine data collection

Least-to-Most PromptingLeast-to-Most Prompting

Identify the stimulus that cues the student to Identify the stimulus that cues the student to respondrespond

Select the number of levels and the type of Select the number of levels and the type of prompts in the hierarchyprompts in the hierarchy

Determine the length of the response intervalDetermine the length of the response interval

Determine the consequences to be used for each Determine the consequences to be used for each student responsestudent response

Select a data collection systemSelect a data collection system

Graduated GuidanceGraduated Guidance

Most often used with chained tasksMost often used with chained tasks

Task analysis is taught simultaneouslyTask analysis is taught simultaneously

Prompts are provided and removed as Prompts are provided and removed as necessary based on independent necessary based on independent respondingresponding

Time DelayTime Delay

Identify the cue for student respondingIdentify the cue for student responding

Identify the controlling promptIdentify the controlling prompt

Determine the student’s ability to wait Determine the student’s ability to wait for the promptfor the prompt

Identify the number of 0-sec delay trailsIdentify the number of 0-sec delay trails

Determine the length of the prompt Determine the length of the prompt delay intervaldelay interval

Determine consequences for respondingDetermine consequences for responding

Select a data collection systemSelect a data collection system

Stimulus Prompts Stimulus Prompts

Response prompts – the stimulus remains the Response prompts – the stimulus remains the same and only responses are prompted same and only responses are prompted (prompts discussed previously)(prompts discussed previously)

Stimulus Prompts uses stimulus prompts – Stimulus Prompts uses stimulus prompts – altering the stimulus to insure correct altering the stimulus to insure correct respondingresponding1.1. Provides development of stimulus control without Provides development of stimulus control without

practicing errorspracticing errors

2.2. Most effective if only SMost effective if only SDD is change and stimulus is change and stimulus attributes of the Sattributes of the S∆∆ remain the same remain the same

Differences in Shaping and FadingDifferences in Shaping and Fading

Fading involves the gradual changing of Fading involves the gradual changing of the prompts while the response remains the prompts while the response remains the samethe same

Shaping involves the gradual changing of Shaping involves the gradual changing of a RESPONSE while the stimulus stays the a RESPONSE while the stimulus stays the samesame

ShapingShaping

Steps in using shaping:Steps in using shaping:

Define target behaviorDefine target behavior

Know where to startKnow where to start

Determine how long to remain at each Determine how long to remain at each criterion level before moving to the next criterion level before moving to the next stepstep– If step is too large, then the behavior will not If step is too large, then the behavior will not

get reinforced (put on extinction)get reinforced (put on extinction)

Shaping - Differential ReinforcementShaping - Differential Reinforcement

In fading – a response in the presence of and SIn fading – a response in the presence of and SD is reinforced and a response to an Sis reinforced and a response to an S∆∆ is not is not

In shaping, differential reinforcement is paired to In shaping, differential reinforcement is paired to responses that successively approximate the responses that successively approximate the desired responsedesired response

Cupcake

cupcake

Shaping of a responseShaping of a response

Differential reinforcement for successive Differential reinforcement for successive approximations approximations

Differential reinforcementDifferential reinforcement– Only those responses that meet a criterion are Only those responses that meet a criterion are

reinforcedreinforced

1.1. Shifting criterion for reinforcement Shifting criterion for reinforcement – to obtain the terminal behaviorto obtain the terminal behavior

2.2. Used only when no combination of SR+, Used only when no combination of SR+, prompting, or changing are not successfulprompting, or changing are not successful

Teaching Behaviors Mad Up of Teaching Behaviors Mad Up of ChainsChains

Task AnalysisTask Analysis– Breaking behaviors into their componentsBreaking behaviors into their components– Breaking terminal behavior down to small tasksBreaking terminal behavior down to small tasks

1.1. Identify prerequisite skills required. It is difficult to Identify prerequisite skills required. It is difficult to have a TA inside of a TA.have a TA inside of a TA.

2.2. List materials needed to perform the target skillList materials needed to perform the target skill

3.3. List all the component of the task in the order in List all the component of the task in the order in which they must be preformedwhich they must be preformed

EXAMPLE: How to make a peanut butter and jelly EXAMPLE: How to make a peanut butter and jelly sandwichsandwich

Teaching Complex BehaviorsTeaching Complex Behaviors

ChainingChainingReinforce individual responses for occurring in Reinforce individual responses for occurring in sequence to form a complex behaviorsequence to form a complex behaviorTypically used with a task that has been task Typically used with a task that has been task analyzedanalyzed

EXAMPLE:EXAMPLE:– Get ready for the quiz:Get ready for the quiz:

Step 1: put books and notes awayStep 1: put books and notes awayStep 2: get out pencilStep 2: get out pencilStep 3: get quietStep 3: get quiet

Teaching Behaviors Made Up of Teaching Behaviors Made Up of ChainsChains

Backward ChainingBackward Chaining– Last component is taught firstLast component is taught first

Forward ChainingForward Chaining– First component is taught firstFirst component is taught first

Total Task ChainingTotal Task Chaining– Requires the performance of all behaviors in Requires the performance of all behaviors in

the chain until masterythe chain until mastery

Response FadingResponse Fading

Gradually delaying or reducing the magnitude of a Gradually delaying or reducing the magnitude of a response promptresponse prompt

Stimulus FadingStimulus Fading

Gradually removing elements of a stimulus until a new Gradually removing elements of a stimulus until a new stimulus is formed that continues to control the responsestimulus is formed that continues to control the response

ConsiderationsConsiderations

Fading too quickly can put a behavior on extinctionFading too quickly can put a behavior on extinction

Fading too slowly can cause a behavior to be prompt Fading too slowly can cause a behavior to be prompt dependentdependent