Stimulus Control What is stimulus control Occurs when
![Stimulus Control Stimulus Control](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-1.jpg)
![What is stimulus control? • Occurs when the rate, latency, duration, or amplitude of What is stimulus control? • Occurs when the rate, latency, duration, or amplitude of](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-2.jpg)
![The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-3.jpg)
![Comparison of Stimulus Control and Motivating Operations • Similarities • Both events occur before Comparison of Stimulus Control and Motivating Operations • Similarities • Both events occur before](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-4.jpg)
![MOs and Stimulus Control EO Difficult Worksheet SD Teacher 1 S Teacher 2 Response MOs and Stimulus Control EO Difficult Worksheet SD Teacher 1 S Teacher 2 Response](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-5.jpg)
![Stimulus Generalization and Discrimination • Stimulus Generalization • Occurs when stimuli that share similar Stimulus Generalization and Discrimination • Stimulus Generalization • Occurs when stimuli that share similar](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-6.jpg)
![Stimulus Control and Stimulus Generalization are a Continuum Stimulus Control Generalization Stimulus Control and Stimulus Generalization are a Continuum Stimulus Control Generalization](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-7.jpg)
![Stimulus Discrimination Training • Requires one behavior • Two antecedent stimulus conditions 1. SD Stimulus Discrimination Training • Requires one behavior • Two antecedent stimulus conditions 1. SD](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-8.jpg)
![The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-9.jpg)
![Concept Formation • In ABA, is not a hypothetical construct or mental process • Concept Formation • In ABA, is not a hypothetical construct or mental process •](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-10.jpg)
![Example: Concept of Red • Stimulus generalization across all red objects • Light red Example: Concept of Red • Stimulus generalization across all red objects • Light red](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-11.jpg)
![Teaching Concepts • Requires discrimination training • Antecedent stimuli representative of a group of Teaching Concepts • Requires discrimination training • Antecedent stimuli representative of a group of](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-12.jpg)
![Types of Stimulus Classes • Feature stimulus class • Stimuli share common physical forms Types of Stimulus Classes • Feature stimulus class • Stimuli share common physical forms](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-13.jpg)
![Stimulus Equivalence • The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations Stimulus Equivalence • The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-14.jpg)
![Factors Affecting Stimulus Control • Consistent use of reinforcers contingent upon correct responding in Factors Affecting Stimulus Control • Consistent use of reinforcers contingent upon correct responding in](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-15.jpg)
![Pre-attending • Is a prerequisite skill for stimulus control • Looking at instructional materials Pre-attending • Is a prerequisite skill for stimulus control • Looking at instructional materials](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-16.jpg)
![Stimulus Salience • Is the prominence of the stimulus within the environment • Increased Stimulus Salience • Is the prominence of the stimulus within the environment • Increased](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-17.jpg)
![Masking and Overshadowing • Increase or decrease salience of stimuli • Competing stimuli may Masking and Overshadowing • Increase or decrease salience of stimuli • Competing stimuli may](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-18.jpg)
![Using Prompts • Can be very important • Are supplementary antecedent stimuli used to Using Prompts • Can be very important • Are supplementary antecedent stimuli used to](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-19.jpg)
![Response Prompts Intrusiveness increases • Verbal instructions • Vocal • Non-vocal (e. g. , Response Prompts Intrusiveness increases • Verbal instructions • Vocal • Non-vocal (e. g. ,](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-20.jpg)
![Stimulus Prompts • Movement cues • Pointing, tapping, touching, looking at • Position cues Stimulus Prompts • Movement cues • Pointing, tapping, touching, looking at • Position cues](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-21.jpg)
![Transfer of Stimulus Control • Prompts should be used only during acquisition • Transfer Transfer of Stimulus Control • Prompts should be used only during acquisition • Transfer](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-22.jpg)
![Transferring from Response Prompts • Most-to-least prompts • Physically guide participant through entire performance Transferring from Response Prompts • Most-to-least prompts • Physically guide participant through entire performance](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-23.jpg)
![Graduated Guidance • Immediately fade physical prompts • Follow participant closely with hands • Graduated Guidance • Immediately fade physical prompts • Follow participant closely with hands •](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-24.jpg)
![Least-to-Most Prompts • Provide participant with an opportunity to perform the response with the Least-to-Most Prompts • Provide participant with an opportunity to perform the response with the](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-25.jpg)
![Time Delay • Varying the time interval between presentation of a natural stimulus and Time Delay • Varying the time interval between presentation of a natural stimulus and](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-26.jpg)
![Stimulus Fading • Highlight a physical dimension of a stimulus, then gradually fade the Stimulus Fading • Highlight a physical dimension of a stimulus, then gradually fade the](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-27.jpg)
![Stimulus Shape Transformations • Use an initial stimulus shape that will prompt a correct Stimulus Shape Transformations • Use an initial stimulus shape that will prompt a correct](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-28.jpg)
![Summary • • Stimulus control is very important in changing behavior. Need to be Summary • • Stimulus control is very important in changing behavior. Need to be](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-29.jpg)
- Slides: 29
![Stimulus Control Stimulus Control](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-1.jpg)
Stimulus Control
![What is stimulus control Occurs when the rate latency duration or amplitude of What is stimulus control? • Occurs when the rate, latency, duration, or amplitude of](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-2.jpg)
What is stimulus control? • Occurs when the rate, latency, duration, or amplitude of a response is altered in the presence of an antecedent stimulus • Is acquired when responses are reinforced only in the presence of a discriminative stimulus (SD) • And not in the presence of other stimuli • Known as stimulus deltas (S
![The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-3.jpg)
The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up phone and say “hello” SR+ Friendly conversation SO Friendly conversation withheld
![Comparison of Stimulus Control and Motivating Operations Similarities Both events occur before Comparison of Stimulus Control and Motivating Operations • Similarities • Both events occur before](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-4.jpg)
Comparison of Stimulus Control and Motivating Operations • Similarities • Both events occur before the behavior of interest • Both events have evocative functions • Motivating operation is something that changes the value of a stimulus as a reinforcer • Establishing operation (EO) makes the reinforcer more valuable • Abolishing operation (AO) makes the reinforcer less valuable
![MOs and Stimulus Control EO Difficult Worksheet SD Teacher 1 S Teacher 2 Response MOs and Stimulus Control EO Difficult Worksheet SD Teacher 1 S Teacher 2 Response](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-5.jpg)
MOs and Stimulus Control EO Difficult Worksheet SD Teacher 1 S Teacher 2 Response Student displays aggression SRTask break provided SO Task break withheld
![Stimulus Generalization and Discrimination Stimulus Generalization Occurs when stimuli that share similar Stimulus Generalization and Discrimination • Stimulus Generalization • Occurs when stimuli that share similar](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-6.jpg)
Stimulus Generalization and Discrimination • Stimulus Generalization • Occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the same behavior as the controlling stimulus • Stimulus Discrimination • Occurs when new stimuli that are similar to the controlling stimulus but do not evoke the same response as the controlling stimulus
![Stimulus Control and Stimulus Generalization are a Continuum Stimulus Control Generalization Stimulus Control and Stimulus Generalization are a Continuum Stimulus Control Generalization](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-7.jpg)
Stimulus Control and Stimulus Generalization are a Continuum Stimulus Control Generalization
![Stimulus Discrimination Training Requires one behavior Two antecedent stimulus conditions 1 SD Stimulus Discrimination Training • Requires one behavior • Two antecedent stimulus conditions 1. SD](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-8.jpg)
Stimulus Discrimination Training • Requires one behavior • Two antecedent stimulus conditions 1. SD Responses that occur in the presence of SD are reinforced - Behavior increases 2. S ) Responses that occur in the presence of the S are not reinforced – Behavior decreases Note: Reduced reinforcement quality or quantity will also decrease behavior.
![The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-9.jpg)
The Development of Stimulus Control SD Telephone rings S Doorbell rings Response Pick up phone and say “hello” SR+ Friendly conversation SO Friendly conversation withheld
![Concept Formation In ABA is not a hypothetical construct or mental process Concept Formation • In ABA, is not a hypothetical construct or mental process •](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-10.jpg)
Concept Formation • In ABA, is not a hypothetical construct or mental process • Complex example of stimulus control that requires: 1. Stimulus generalization within a class of stimuli 2. Stimulus discrimination between classes of stimuli
![Example Concept of Red Stimulus generalization across all red objects Light red Example: Concept of Red • Stimulus generalization across all red objects • Light red](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-11.jpg)
Example: Concept of Red • Stimulus generalization across all red objects • Light red to dark red • Different objects (car, ball, pencil) • Stimulus discrimination between red and other colors • Red ball vs. yellow ball • Red dress vs. blue dress
![Teaching Concepts Requires discrimination training Antecedent stimuli representative of a group of Teaching Concepts • Requires discrimination training • Antecedent stimuli representative of a group of](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-12.jpg)
Teaching Concepts • Requires discrimination training • Antecedent stimuli representative of a group of stimuli that share a common relationship are presented with stimuli from other stimulus classes • Ultimately, the common stimuli form a stimulus class
![Types of Stimulus Classes Feature stimulus class Stimuli share common physical forms Types of Stimulus Classes • Feature stimulus class • Stimuli share common physical forms](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-13.jpg)
Types of Stimulus Classes • Feature stimulus class • Stimuli share common physical forms (i. e. , topographical structures) • Stimuli share common relative relationship (i. e. , spatial arrangements) • Developed through stimulus generalization • Arbitrary stimulus class • Do not share a common stimulus feature • Limited number of stimuli • Developed using stimulus equivalence
![Stimulus Equivalence The emergence of accurate responding to untrained and nonreinforced stimulusstimulus relations Stimulus Equivalence • The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-14.jpg)
Stimulus Equivalence • The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some other trained stimulus relations. • Useful for teaching complex verbal relations • Reading • Language arts • Mathematics
![Factors Affecting Stimulus Control Consistent use of reinforcers contingent upon correct responding in Factors Affecting Stimulus Control • Consistent use of reinforcers contingent upon correct responding in](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-15.jpg)
Factors Affecting Stimulus Control • Consistent use of reinforcers contingent upon correct responding in the presence of the SD is critical. • Also important are: • Pre-attending skills • Stimulus salience • Masking and overshadowing
![Preattending Is a prerequisite skill for stimulus control Looking at instructional materials Pre-attending • Is a prerequisite skill for stimulus control • Looking at instructional materials](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-16.jpg)
Pre-attending • Is a prerequisite skill for stimulus control • Looking at instructional materials • Looking at teacher when responses are modeled • Listening to oral instructions • Sitting quietly for short periods of time • These may need to be taught before stimulus control procedures are implemented
![Stimulus Salience Is the prominence of the stimulus within the environment Increased Stimulus Salience • Is the prominence of the stimulus within the environment • Increased](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-17.jpg)
Stimulus Salience • Is the prominence of the stimulus within the environment • Increased saliency facilitates efficiency of instruction
![Masking and Overshadowing Increase or decrease salience of stimuli Competing stimuli may Masking and Overshadowing • Increase or decrease salience of stimuli • Competing stimuli may](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-18.jpg)
Masking and Overshadowing • Increase or decrease salience of stimuli • Competing stimuli may block the evocative function of an SD • To limit the negative effects: • Rearrange the environment • Make instructional stimuli more intense • Consistently reinforce behavior in the presence of instructionally-relevant stimuli
![Using Prompts Can be very important Are supplementary antecedent stimuli used to Using Prompts • Can be very important • Are supplementary antecedent stimuli used to](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-19.jpg)
Using Prompts • Can be very important • Are supplementary antecedent stimuli used to cause a correct response in the presence of an SD • Two types: • Response prompts operate directly on the response • Stimulus prompts operate directly on the antecedent task stimuli
![Response Prompts Intrusiveness increases Verbal instructions Vocal Nonvocal e g Response Prompts Intrusiveness increases • Verbal instructions • Vocal • Non-vocal (e. g. ,](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-20.jpg)
Response Prompts Intrusiveness increases • Verbal instructions • Vocal • Non-vocal (e. g. , written) • Modeling • A demonstration of the desired behavior • Physical Guidance • Partially physically guide the student’s movements
![Stimulus Prompts Movement cues Pointing tapping touching looking at Position cues Stimulus Prompts • Movement cues • Pointing, tapping, touching, looking at • Position cues](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-21.jpg)
Stimulus Prompts • Movement cues • Pointing, tapping, touching, looking at • Position cues • Place one stimulus closer to the student • Redundence • Stimulus or response dimensions are paired with correct choice
![Transfer of Stimulus Control Prompts should be used only during acquisition Transfer Transfer of Stimulus Control • Prompts should be used only during acquisition • Transfer](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-22.jpg)
Transfer of Stimulus Control • Prompts should be used only during acquisition • Transfer stimulus control from prompt to naturally-existing stimuli by using fading • Want the transfer to be fast
![Transferring from Response Prompts Mosttoleast prompts Physically guide participant through entire performance Transferring from Response Prompts • Most-to-least prompts • Physically guide participant through entire performance](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-23.jpg)
Transferring from Response Prompts • Most-to-least prompts • Physically guide participant through entire performance • Gradually reduce amount of physical assistance • Modeling • Verbal instruction • Natural stimulus
![Graduated Guidance Immediately fade physical prompts Follow participant closely with hands Graduated Guidance • Immediately fade physical prompts • Follow participant closely with hands •](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-24.jpg)
Graduated Guidance • Immediately fade physical prompts • Follow participant closely with hands • Gradually increase distance between hands and participant
![LeasttoMost Prompts Provide participant with an opportunity to perform the response with the Least-to-Most Prompts • Provide participant with an opportunity to perform the response with the](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-25.jpg)
Least-to-Most Prompts • Provide participant with an opportunity to perform the response with the least amount of assistance on each trial • Participant receives greater degrees of assistance with each successive trial without a correct response
![Time Delay Varying the time interval between presentation of a natural stimulus and Time Delay • Varying the time interval between presentation of a natural stimulus and](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-26.jpg)
Time Delay • Varying the time interval between presentation of a natural stimulus and the presentation of a response prompt • Constant time delay • Begin with a 0 -sec delay • Then use a fixed delay (e. g. , 3 sec) • Progressive time delay • Begin with a 0 -sec delay • Gradually and systematically increase delay
![Stimulus Fading Highlight a physical dimension of a stimulus then gradually fade the Stimulus Fading • Highlight a physical dimension of a stimulus, then gradually fade the](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-27.jpg)
Stimulus Fading • Highlight a physical dimension of a stimulus, then gradually fade the exaggerated dimension • Superimposing one stimulus on top of another and gradually fade it
![Stimulus Shape Transformations Use an initial stimulus shape that will prompt a correct Stimulus Shape Transformations • Use an initial stimulus shape that will prompt a correct](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-28.jpg)
Stimulus Shape Transformations • Use an initial stimulus shape that will prompt a correct response • This shape is gradually changed to form the natural stimulus, while maintaining correct responding
![Summary Stimulus control is very important in changing behavior Need to be Summary • • Stimulus control is very important in changing behavior. Need to be](https://slidetodoc.com/presentation_image_h/bf5c19c470c51683eab1847503876bed/image-29.jpg)
Summary • • Stimulus control is very important in changing behavior. Need to be systematic about how you will do it Monitoring of behavior is critical for success Provide good reinforcers
What is stimulus
Conditioned stimulus psychology definition
Learned helplessness ap psychology definition
Relatively permanent change meaning
Stimulus control aba example
Stimulus shape transformation example
Circular reasoning aba
Faulty stimulus control
Work occurs when
When a serious customer injury occurs
Thorax and lung assessment documentation example
Stoichiometry predicting amounts in reactions
Gas exchange in circulatory system
Snell's law
_____ occurs when waves bend around a barrier.
Etc occurs in
Disappear
Saltatory conduction occurs in
Independent assortment of chromosomes occurs.
Metallic bonding occurs between metal atoms that have
Photorespiration occurs principally because of
Which moon phase occurs directly before a new moon
Whats primase
Reabsorption in the nephron occurs in the
What is irony in literature with examples
An interaction occurs whenever:
Inflation
Causes of inflation
Futanari inflation meaning
Demand-pull inflation occurs when