1. Changing the Stimulus Control of a Behavior with Fading
2. Prompts Prompts are provided to increase the likelihood that
a student will provide a desired response Instructor-Behavior
Prompts Environment Prompts Stimulus Prompts
4. Stimulus Prompting Within Stimulus Prompting V USkate
5. Stimulus Prompting Extra Stimulus Prompting V USkate
6. Fading Gradual change over successive trials of a stimulus
that controls a response so that the response eventually occurs to
a partially changed or completely new stimulus Process of slowly
removing prompts after behavior is established
7. Stimulus Fading Skate Skate Skate Skate
8. Stimulus Shaping Type of Fading
9. Example of Prompting and Fading Visual Prompt
https://www.youtube.com/watch?v =IwaqAkwbd_w
10. Can you think of any real life examples when prompts were
provided then faded? Riding a Bike Training wheels Holding the seat
and running with the individual holding the seat at the beginning
not holding the seat
11. Errorless Learning maximal support initially to ensure
success systematic and gradual decrease of prompts Establish
stimulus Discrimination so that no errors occur
12. Errorless Transfer of Stimulus Control Useful in situation
in which a stimulus exerts strong control of a response to be
taught to occur to some other stimulus Advantages over trial and
error procedures: 1. Errors consume time 2. If error occurs, it
tends to occur many times, even though it is being extinguished 3.
Nonreinforcement of errors (extinguishing of errors) produces
emotional side effects
13. Dimensions of Stimuli for Fading What do we mean when we
say Dimensions of a stimuli?
14. Dimensions of Stimuli for Fading Fading occurs along
dimensions of stimuli Dimension any characteristic that can be
measured on some continuum Fading can occur across specific
stimulus dimensions and across changes in general situation or
setting Ex: physical structure of room; loudness; number of other
people present; physical to gestural
15. Factors Influencing the Effectiveness of Fading 1. Choosing
the final desired stimulus (FDS) Stimulus we want to evoke or
produce the behavior at the end of the fading procedure Important
to select FDS in whose presence responding will be maintained in
natural environment
16. Factors Influencing the Effectiveness of Fading 2. Choosing
the starting stimulus prompt Stimulus that reliably evokes the
desired behavior Teacher behavior as prompts Environmental
alterations as prompts Extra-stimulus vs within-stimulus
prompts
17. Factors Influencing the Effectiveness of Fading 3. Choosing
the fading steps Should be chosen carefully Need to monitor
performance to determine the speed of fading If student begins
making errors, prompts may have been faded too quickly or with too
few steps May need to backtrack
18. Guidelines for Effective Application of Fading 1. Choose
final desired stimulus 2. Set an appropriate reinforcer 3. Choose
the starting stimulus and fading steps 4. Put plan into effect
19. Please email me if you have any questions Reminder: You
still have Quiz on Chapters 8 and 9 on Thursday the 19th (this will
be proctored in class) See you all next week!
