Chapter 11 Lecture: Fading
- 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. Response Prompting Prompt Delay Sample: /a/ Teacher: “What sound?... aaa” Learner: “aaa”
- 5. Stimulus Prompting Within Stimulus Prompting V USkate
- 6. Stimulus Prompting Extra Stimulus Prompting V USkate
- 7. 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
- 8. Stimulus Fading Skate Skate Skate Skate
- 10. Example of Prompting and Fading • Visual Prompt – https://www.youtube.com/watch?v =IwaqAkwbd_w
- 11. 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
- 12. Errorless Learning maximal support initially to ensure success systematic and gradual decrease of prompts Establish stimulus Discrimination so that no errors occur
- 13. 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
- 14. Dimensions of Stimuli for Fading What do we mean when we say Dimensions of a stimuli?
- 15. 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
- 16. 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
- 17. 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
- 18. 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
- 19. 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
- 20. 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!