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

10. Models most likely imitated:
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 Stimulus Fading Considerations
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