Stimulus Control. What is stimulus control? Occurs when the rate, latency, duration, or amplitude of...
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Transcript of Stimulus Control. What is stimulus control? Occurs when the rate, latency, duration, or amplitude of...
![Page 1: Stimulus Control. What is stimulus control? Occurs when the rate, latency, duration, or amplitude of a response is altered in the presence of an antecedent.](https://reader035.fdocuments.us/reader035/viewer/2022081419/56649dc65503460f94aba3ef/html5/thumbnails/1.jpg)
Stimulus Control
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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
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The Development of Stimulus Control
SD Response SR+
Telephone rings Pick up phone and say “hello”
Friendly conversation
S SO
Doorbell rings Pick up phone and say “hello”
Friendly conversation withheld
Response
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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
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MOs and Stimulus Control
SD ResponseTeacher 1 Student
displays aggression
Task break provided
S
Teacher 2 Student displays aggression
Task break withheld
Response
SR-
SO
EODifficult Worksheet
EODifficult Worksheet
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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
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Stimulus Control and Stimulus Generalization are a Continuum
Stimulus
Control
Stimulus
Generalization
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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.
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The Development of Stimulus Control
SD Response SR+
Telephone rings Pick up phone and say “hello”
Friendly conversation
S SO
Doorbell rings Pick up phone and say “hello”
Friendly conversation withheld
Response
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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
stimuli2. Stimulus discrimination between classes of
stimuli
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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
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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
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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
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Stimulus Equivalence• The emergence of accurate responding to
untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some other trained stimulus-stimulus relations.
• Useful for teaching complex verbal relations• Reading• Language arts• Mathematics
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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
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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
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Stimulus Salience
• Is the prominence of the stimulus within the environment
• Increased saliency facilitates efficiency of instruction
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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
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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
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Response Prompts• Verbal instructions
• Vocal• Non-vocal (e.g., written)
• Modeling• A demonstration of the desired behavior
• Physical Guidance• Partially physically guide the student’s
movements
Intrusiven
ess in
crease
s
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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
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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
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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
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Graduated Guidance
• Immediately fade physical prompts• Follow participant closely with hands• Gradually increase distance between hands
and participant
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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
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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
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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
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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
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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