<p> Chapter 20 Shifting and Expanding Stimulus Control Study Questions</p><p>1. What is delayed prompting and how does it work? (p. 402)</p><p>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)</p><p>3. Illustrate each of the following advantages of delayed prompting by referring to your own area of application: (p. 402-403)</p><p> a. Allows opportunities to respond independently</p><p> b. The training stimuli do not need to be modified</p><p> c. Promotes learning to discriminate with few, if any, errors</p><p> d. The trainer’s ability to know when the “moment of transfer” takes place</p><p>4. Explain and illustrate why progressive delayed prompting (PTD) may be more effective than a constant time delay (CTD). (p. 404)</p><p>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)</p><p>6. Graduated prompting, increasing assistance, and minimum-to-maximum prompting are all different methods of prompting. T or F? Explain your response. (p. 405)</p><p>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)</p><p>8. Give an example for each of the following fading techniques: (p.406-409)</p><p> a. Removing a prompt gradually b. Removing S ͩ s for unwanted responses</p><p> c. Preventing overdependence on prompts</p><p>9. Discuss and give some examples of how compliance training can be achieved through fading. (p. 408)</p><p>10. Graduated guidance is a universally useful technique for teaching anyone a new skill. T or F? Explain your choice. (p. 410)</p><p>11. Describe the graduated guidance procedure and provide an original example. (p. 410)</p><p>12. Define errorless learning and explain how a matching-to-sample task can be designed to produce errorless responding. (p. 411)</p><p>13. A child pointing to a picture of a cat when instructed to point to the dog illustrates making an error of: </p><p> a. Omission</p><p> b. Commission </p><p>Explain:</p><p>14. Say why and under what circumstances “fading for errorless learning” might be an especially effective approach in teaching new skills? (p. 411)</p><p>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</p><p>Or propose an example of your own</p><p>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)</p><p>18. Define the term stimulus equivalence and give an example. (p. 414)</p><p>19. Extra-stimulus prompting may include any all of the following, except: (p. 415)</p><p> a. Stimulus equalization</p><p> b. Modeling</p><p> c. Response delay</p><p> d. Graduated guidance</p><p>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)</p><p>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)</p><p>22. When might errorless learning not be a good choice? List several disadvantages of this technique. (p. 416-417)</p><p>23. In order to maintain stimulus control, behavior analysts should: (circle all that apply) (p. 417)</p><p> a. Gradually introduce the delays in time between the response and reinforcement</p><p> b. Shift powerful reinforcers to more neutral reinforcers</p><p> c. Decrease time delays quickly</p><p> d. Stop all reinforcement without delay</p><p> e. Reduce reinforcers gradually f. Constantly reinforce the client’s efforts</p><p> g. Continue to reinforce occasionally</p><p>24. Describe and provide an original illustration of the graduated guidance procedure. </p>