应用行为分析法( Applied Behavior Analysis )概要1.ppt

* Discuss “why” on each of these. For example, why is it important to provide free access to a variety of reinforcers, etc. * * * Remind them that these are the antecedents to a good teaching session * Remind them that these are the antecedents to a good teaching session * Now that the trainees know how to set the stage, and they’re ready to teach, they need to set the child up for success. Students will need to be prompted in order to perform new skills, and prompts need to be systematically faded. Define ‘prompt’ as an added cue (stimulus) which increases the child’s success with a behavior, but it is not intended to control the behavior --- it must eventually be removed completely. Rule: If you don’t know how to fade out a prompt, don’t insert it in the first place!! Discuss prompt hierarchy (Physical, Partial Physical, Gestural, Model, Positional, Verbal) and graduated guidance (going from most to least intrusive prompts on new skills, least to most intrusive on familiar/mastered skills, so as to shape the behavior and fade out prompts as quickly as possible) Define intrusive: the more intrusive the prompt, the less independently the student is doing the skill and the harder it is to fade off the prompt. Delayed prompting takes advantage of a known visual cue that is paired with the stimulus you want to control the behavior. For example, the trainer may be trying to teach receptive object labeling (e.g., touch cup) and uses a delayed prompt of showing a matching cup to cue the child in to which object they should touch. The prompts are gradually given after systematically longer delays, in an attempt to have the child “beat the prompt” and answer independently. Hands on: Prompt Hierarchy * Let’s Make a Deal Establish a “contract” with the child Never follow a request with a demand Set the deal while the child is engaging in the SR+ and start lesson * Setting a Deal Describe process; child’s choice after reinforcer sampling, use of visual representat