1. Antecedent Control: Modeling, Guidance, and Situational Inducement
Chapter 18
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2. Copyright © 2011 Pearson Education, Inc. All rights reserved.
Modeling
A procedure whereby a sample of a given behavior is presented to an individual to induce that individual to engage in a similar behavior
Commonly-used procedure by the general public
Generalized imitation
An individual, after learning to imitate a number of behaviors, learns to imitate a new response on the first trial without reinforcement
Copyright © 2011 Pearson Education, Inc. All rights reserved.

3. Copyright © 2011 Pearson Education, Inc. All rights reserved.
Modeling
Factors influencing the effectiveness of modeling:
History of being reinforced (or punished) for imitating others
More likely to imitate someone who is similar to you in various ways
Perceived competence of the model in obtaining desired consequences
The number of people modeling a particular behavior
Most effective when combined with with rules and other behavioral strategies
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4. Guidelines for Using Modeling
If possible, select models who are friends or peers of the client and who are seen as competent individuals with status or prestige
If possible, use more than one model
The complexity of the modeled behavior should be suitable for the behavioral level of the learner
Combine rules with modeling
Have the learner watch the model perform the behavior and be reinforced
If possible, use natural reinforcers; if this is not possible, arrange for reinforcement
If behavior is complex, then modeling should be sequenced from very easy to more difficult approximations for the learner
To enhance stimulus generalization, the modeling scenes should be as realistic as possible
Use fading as necessary so that stimuli other than the model can take control over the desired behavior
Copyright © 2011 Pearson Education, Inc. All rights reserved.

5. Copyright © 2011 Pearson Education, Inc. All rights reserved.
Physical Guidance
Application of physical contact to induce an individual to go through the motions of the desired behavior
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6. Guidelines for Using Physical Guidance
Make sure the learner is comfortable and relaxed while being touched and guided
Determine the stimuli that you want to control the behavior so that they can be conspicuously present during guidance
Consider using rules or cue words during guidance so that they may eventually control behavior
Reinforcement should be given immediately after the successful completion of the guided response
Guidance should be sequenced gradually from very easy to more difficult behavior for the learner
Use fading as necessary
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7. Situational Inducement
Influencing a behavior by using situations and occasions that already exert control over behavior
Categories of situational inducement:
Rearranging the surroundings
Moving the activity to a new location
Relocating people
Changing the time of activity
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8. Guidelines for Using Situational Inducement
Clearly identify the desired behavior to be strengthened, and, if appropriate, the undesirable behavior to be decreased
Brainstorm all possible environmental arrangements in the presence of which the behavior has occurred in the past or is likely to occur
From your list, identify those stimuli that could be easily introduced to control the target behavior
Arrange for the learner to be exposed to the stimuli that control the behavior in the desired way and to avoid locations and arrangements that do not have this control
Try to make sure undesirable behavior does not occur in the presence of situations introduced to strengthen desirable behavior
When the desirable behavior occurs in the presence of the new arrangement, be sure that it is reinforced
Use fading to bring the behavior under desired stimulus control
Copyright © 2011 Pearson Education, Inc. All rights reserved.