PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter 9 Differential Reinforcement: Antecedent Control and Shaping Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Symbols S R+ :Positive Reinforcement S D :Discriminative Stimuli S ∆ : A Second Stimulus (S-deltas) “A certain response results in S R+ in the presence of S D ’s...The same response is not reinforced in the presence of S ∆ ” Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Instructional Procedures Prompts Modeling Physical Guidance Fading Graduated Guidance Time Delay Increasing Assistance Decreasing Assistance Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Summary Chart for Fading Prompts Prompts Increasing Assistance Least Assistance Least-to-Most Prompts Start with the least intrusive prompt, provide more intrusive prompts if necessary. Graduated Guidance Reduce full physical guidance to “shadowing” (following movement but not touching the student), a light touch at a distance from the part of the body performing the behavior. Time Delay May be constant or progressive. Wait several seconds before prompting to allow the student to respond. Decreasing Assistance Most-to-Least Prompts Start with the most powerful prompt available. When the target behavior occurs reliably, move to the next less intrusive prompt. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Guidelines for Effective Prompting Prompts should focus students’ attention on the discriminative stimulus, not distract from it. Prompts should be as weak as possible. Prompts should be faded as rapidly as possible. Unplanned prompts should be avoided Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Backward and Forward Chaining Backward Chaining Components of a chain are acquired in reverse order. Begin by teaching the last component first and then gradually add other components one at a time. Forward Chaining Begin by teaching the first link in the task chain until it is mastered. Once the first step is mastered, begin instruction on the next step. The student may be required to perform previously learned steps each time the task is presented, or each step may be taught separately. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.