Differential Reinforcement Stimulus Control and 微分强化刺激控制.pptVIP

* * * * * * * * Prompts To be effective, prompts should focus on the desired SD. To reduce the need for future prompting, the prompt should be as weak as possible. Once the prompt has produced the desired response,fade the prompt as quickly as possible. Avoid unplanned prompts. Physical GuidanceAKA “Putting through” Typically used for teaching severely involved persons (e.g., sorting, making eye contact). Also used with non-disabled persons (See page 314). Fading the Prompt Considerable skill is involved in  determining the optimum rate of fading: …too fast and the behavior will not occur frequently enough for reinforcement …too slow and and students may become permanently dependent on the prompt. Two Strategies for Physical Guidance Decreasing assistance is also known as “most-to-least” prompting. Level of prompting virtually guarantees success. Graduated guidance requires the least amount of assistance from the start. …resort to class notes. Task analysis Fading Chaining Forward Backward Total Presentation Shaping * * * * * * * * * * * * * * * * * * * * * * * * * * * Differential Reinforcement: Stimulus Control and Shaping Chapter 9 Big Idea How to promote in-class learning. Similar behaviors are appropriate depending on the context in which they occur. Yelling is great at a basketball game but not in your classroom during sustained silent reading. Saying “144” is appropriate when a student is presented with 122 but not when presented 252. “Bringing responses the learner already knows under the control of the appropriate cue or signal is called stimulus control.” Shaping One strategy for in-class learning. “One way of teaching students to do new things is by shaping. The teacher literally molds or shapes an existing response into the desired behavior” Antecedent Behavior Consequence Next slide please. Antecedent Behavior Consequence Next slide for example. Antecedent Behavior Consequence You see red tail lights go on in f