Question 1

Define errorless discrimination training.

Accepted Answer

Errorless discrimination training (errorless learning)is the use of a fading procedure to establish a stimulus discrimination so that no errors occur.

Question 2

Define environmental prompt, and give an example that is not from this chapter.[

Accepted Answer

Environmental prompts are alterations to the physical environment in a manner that will evoke a desired behavior.For example, someone who is focusing on getting into shape may place pictures around his or her home of people lifting weights or doing other physical activity to serve as motivation or reminders for getting into shape.Any appropriate example is acceptable.

Question 3

Define the four major categories of teacher-behavior prompts.
Give an example of each.

Accepted Answer

(a)Physical prompts-the teacher touches the student to guide him.(b)Verbal prompts- verbal hints or verbal cues that the teacher presents to evoke the correct response; (c)Gestural prompts-gestures or motions that the teacher makes (without touching the student)in order to evoke the desired behavior; (d)Modelling prompts-the teacher demonstrates (i.e., models)the correct behavior.Any appropriate examples are acceptable.

Question 4

Describe how one might use fading to teach a pet to perform a trick.

Accepted Answer

Any appropriate example, such as the fol

Question 5

Why is establishing a stimulus discrimination without errors advantageous?

Accepted Answer

(a)Errors consume valuable time; (b)If a

Question 6

Distinguish between fading and shaping.

Accepted Answer

Fading involves the gradual ch

Question 7

What do we mean by final target stimulus? Give an example.

Accepted Answer

The final desired stimulus is

Question 8

Define within-stimulus prompt, and give an example that is not from this chapter. Does your example involve a teacher-behavior prompt or an environmental prompt?

Accepted Answer

A within-stimulus prompt is an alteratio

Question 9

What is meant by a dimension of a stimulus? Give an example.

Accepted Answer

A dimension of a stimulus is a

Question 10

Define fading , and give an example of it.

Accepted Answer

Fading is the gradual change, on success

Question 11

Give an example from this chapter in which the general training situation was faded.

Accepted Answer

Any appropriate example, such as teachin

Question 12

Define extra-stimulus prompt, [and give an example that is not from this chapter. Does your example involve a teacher-behavior prompt or an environmental prompt?

Accepted Answer

An extra-stimulus prompt is something th

Question 13

How many reinforced trials should occur at any given fading step before the stimuli of that particular step are changed? (Hint: What suggestions were made in the examples in this chapter?)

Accepted Answer

The number might vary with the step, the

Question 14

Assume that you have an 18-month-old child who imitates the word chip.Describe in detail how you might use fading to teach your child to correctly identify a chip (e.g., a potato chip)when you point to it and ask, "What's that?"

Accepted Answer

We will assume that the child likes to e

Question 15

Which of the prompt-removal procedures fit the definition of fading given at the beginning of this chapter, and which do not? Explain.

Accepted Answer

The definition of fading given at the be

Question 16

Define prompt. Give an example that is not from this chapter.

Accepted Answer

In a program to develop stimulus control

Question 17

What do we mean by starting stimulus? Give an example.

Accepted Answer

The starting stimulus is the i

Question 18

Give an example from this chapter in which the training situation remained constant but a specific stimulus dimension was faded.

Accepted Answer

Any appropriate example, such

Question 19

Identify three stimulus dimensions along which fading occurred in the examples cited in the first two sections of this chapter.

Accepted Answer

Any three, such as: (a)intensity of an a

Exam 10: Changing the Stimulus Control of a Behavior With Fading

Define errorless discrimination training.

Define environmental prompt, and give an example that is not from this chapter.[

Define the four major categories of teacher-behavior prompts. Give an example of each.

Describe how one might use fading to teach a pet to perform a trick.

Why is establishing a stimulus discrimination without errors advantageous?

Distinguish between fading and shaping.

What do we mean by final target stimulus? Give an example.

Define within-stimulus prompt, and give an example that is not from this chapter. Does your example involve a teacher-behavior prompt or an environmental prompt?

What is meant by a dimension of a stimulus? Give an example.

Define fading , and give an example of it.

Give an example from this chapter in which the general training situation was faded.

Define extra-stimulus prompt, [and give an example that is not from this chapter. Does your example involve a teacher-behavior prompt or an environmental prompt?

How many reinforced trials should occur at any given fading step before the stimuli of that particular step are changed? (Hint: What suggestions were made in the examples in this chapter?)

Assume that you have an 18-month-old child who imitates the word chip.Describe in detail how you might use fading to teach your child to correctly identify a chip (e.g., a potato chip)when you point to it and ask, "What's that?"

Which of the prompt-removal procedures fit the definition of fading given at the beginning of this chapter, and which do not? Explain.

Define prompt. Give an example that is not from this chapter.

What do we mean by starting stimulus? Give an example.

Give an example from this chapter in which the training situation remained constant but a specific stimulus dimension was faded.

Identify three stimulus dimensions along which fading occurred in the examples cited in the first two sections of this chapter.

Introduction

Areas of Application: an Overview

Respondent Classical, Pavlovian Conditioning of Reflexive Behavior

Increasing a Behavior With Positive Reinforcement

Increasing Behavior With Conditioned Reinforcement

Decreasing a Behavior With Operant Extinction

Getting a New Behavior to Occur With Shaping

Developing Behavioral Persistence With Schedules of Reinforcement

Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization

Getting a New Sequence of Behaviors to Occur With Behavior Chaining

Differential Reinforcement Procedures to Decrease Behavior

Decreasing Behavior With Punishment

Establishing Behavior by Escape and Avoidance Conditioning

Respondent and Operant Conditioning Together

Transferring Behavior to New Settings and Making It Last: Generality of Behavior Change

Antecedent Control: Rules and Goals

Antecedent Control: Modeling, Guidance, and Situational Inducement

Antecedent Control: Motivation

Behavioral Assessment: Initial Considerations

Direct Behavioral Assessment: What to Record and How

Doing Behavior Modification Research

Functional Assessment of Problem Behavior

Planning, Applying, and Evaluating a Behavioral Program

Token Economies

Helping an Individual to Develop Self-Control

Approaches to Behavior Therapy: Cognitive Restructuring; Self-Directed Coping Methods; and Mindfulness and Acceptance Procedures

Psychological Disorders Treated by Behavioral and Cognitive Behavioral Therapies

Giving It All Some Perspective: a Brief History

Ethical Issues

Shaping and Schedules of Reinforcement: A Comprehensive Guide

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