Chapter 20 Shifting and Expanding Stimulus Control Study Questions

1. What is delayed prompting and how does it work? (p. 402)

2. Explain at what point the moment of transfer occurs in a delayed prompting procedure. Give an original example from a teaching or training situation. (p. 402)

3. Illustrate each of the following advantages of delayed prompting by referring to your own area of application: (p. 402-403)

a. Allows opportunities to respond independently

b. The training stimuli do not need to be modified

c. Promotes learning to discriminate with few, if any, errors

d. The trainer’s ability to know when the “moment of transfer” takes place

4. Explain and illustrate why progressive delayed prompting (PTD) may be more effective than a constant time delay (CTD). (p. 404)

5. While matching objects, Penny gives an incorrect response during the delay period. What could her in-home therapist do to change this? (p. 404)

6. Graduated prompting, increasing assistance, and minimum-to-maximum prompting are all different methods of prompting. T or F? Explain your response. (p. 405)

7. Kari is learning to print her first name. She is not yet able to make any of her letters independently, though she can orally spell out her name. Set up a maximum to minimum prompt-fading system to enable Kari to acquire this skill. (p. 405)

8. Give an example for each of the following fading techniques: (p.406-409)

a. Removing a prompt gradually b. Removing S ͩ s for unwanted responses

c. Preventing overdependence on prompts

9. Discuss and give some examples of how compliance training can be achieved through fading. (p. 408)

10. Graduated guidance is a universally useful technique for teaching anyone a new skill. T or F? Explain your choice. (p. 410)

11. Describe the graduated guidance procedure and provide an original example. (p. 410)

12. Define errorless learning and explain how a matching-to-sample task can be designed to produce errorless responding. (p. 411)

13. A child pointing to a picture of a cat when instructed to point to the dog illustrates making an error of:

a. Omission

b. Commission

Explain:

14. Say why and under what circumstances “fading for errorless learning” might be an especially effective approach in teaching new skills? (p. 411)

15. How might highlighting differences between S-s and S+s prove useful when teaching difficult discriminations? Select one of the following to illustrate how you might proceed with this approach: (p. 412) • The difference between multiplying and dividing • The difference between a friendly and an unfriendly overture • The difference between knitted and woven textiles • The difference between amateurish and truly artistic renditions of a work

Or propose an example of your own

16. What is meant by ‘within stimulus prompts?’ Give an example of one. (p. 412) 17. How could you highlight the critical elements of the S+ in the following teaching situation: teaching the difference between the word for the texture rough and the texture smooth (p. 414)

18. Define the term stimulus equivalence and give an example. (p. 414)

19. Extra-stimulus prompting may include any all of the following, except: (p. 415)

a. Stimulus equalization

b. Modeling

c. Response delay

d. Graduated guidance

20. Describe how response delay may decrease the possibility of errors. Illustrate your point with an example based on teaching a job skill. (p. 415)

21. “The way individuals covertly respond during the delay period may affect their post-delay overt responding.” Explain what this statement means in regard to using a response delay technique when introducing a time, or interval delay. (p. 416)

22. When might errorless learning not be a good choice? List several disadvantages of this technique. (p. 416-417)

23. In order to maintain stimulus control, behavior analysts should: (circle all that apply) (p. 417)

a. Gradually introduce the delays in time between the response and reinforcement

b. Shift powerful reinforcers to more neutral reinforcers

c. Decrease time delays quickly

d. Stop all reinforcement without delay

e. Reduce reinforcers gradually f. Constantly reinforce the client’s efforts

g. Continue to reinforce occasionally

24. Describe and provide an original illustration of the graduated guidance procedure.