1 / 24

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

jsproul
Download Presentation

Antecedent Control Procedures

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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

More Related