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Stimulus Equivalence Activities – Chapter 18-19-20

Chapter 18: Imitation

Imitation is functionally defined by 4 behavior-environment relations:

Model Imitative behavior

Follows within 3-5
seconds

Formal similarity with

A physical movement/
Antecedent stimulus / a the model.
controlling variable

1) Any physical movement may function as a model for imitation

2) An imitative behavior must immediately follow the presentation of the model
3) Model and imitative behavior must have formal similarity
4) Model must be the controlling variable for an imitative behavior

Provide a scenario exemplifying imitation.

Models

Planned Unplanned

Provide examples for planned and unplanned models.

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Stimulus Equivalence Activities – Chapter 18-19-20

How is “doing the same” different than imitation? Hint: A controlling relation between the behavior of a model and
the behavior of the imitator is inferred when a _____________ model evokes a similar behavior in the absence of a
history of ________________ for that behavior.

Discuss scenarios that might appear to look like imitation but n fact, the controlling variable (ex. SD) was the history of
reinforcement that produced a discriminated operant.

Pre-testing

Select Models for

Assess & Teach Pre-
Imitation Training
Sequencing the Selected requisite skills before
models for training selecting models of
training!

Pre-assessment

Imitation
Training

Post-assessment

Describe the procedures and criterions to achieve in the above steps.

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Stimulus Equivalence Activities – Chapter 18-19-20

Chapter 19: Shaping

Shaping is the process of systematically and differentially reinforcing _____________ _________________ to a

_________________ behavior.

Dimensions of behavior
to shape

The tennis coach is shaping Serena’s second serve to have a minimum speed of 85 miles an hour. The coach is shaping
the magnitude of Serena’s serve.

Provide examples highlighting other dimensions of behavior one can shape.

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Stimulus Equivalence Activities – Chapter 18-19-20

Differential reinforcement applied

by a preoccupied or negligent
parent is very close to the
procedure we should adopt if we
were given the task of conditioning
a child to be annoying!

What are the limitations of shaping?

- Time consuming
- Progress toward the terminal behavior is not always
linear.
- Requires consistent monitoring
- Shaping can be misapplied
- Harmful behavior can be shaped.

Provide an example highlighting how progress can be non-linear during shaping.

What is the difference between shaping and stimulus fading? Provide 2 scenarios exemplifying their differences.

What is the difference between shaping within response topographies vs. across response topographies. Provide
examples for each of them.

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Stimulus Equivalence Activities – Chapter 18-19-20

Guidelines for implementing shaping

Determine criterion for success

Analyze the response class

Identify the first behavior to reinforce

Eliminate interfering or extraneous stimuli

Limit the # of approximations at each

level

Continue to reinforce when the terminal

behavior is achieved

Discuss how these steps are conducted for a behavior you would like to shape.

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Stimulus Equivalence Activities – Chapter 18-19-20

Chapter 20: Chaining

A behavior chain is a specific sequence of discrete _________________, each associated with a particular
_____________ condition. Each response in a chain produces a stimulus change that simultaneously serves a
________________ reinforcer for the response that produced it and as a _______________ for the next response in
the chain.

Provide some behavior chain examples.

Consider this: Pick up cleaners -> drop off package at post office -> Get Starbucks coffee -> complete 5 BDS modules

Is this a behavior chain? Why or why not?

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Stimulus Equivalence Activities – Chapter 18-19-20

Provide an example of a behavior chain with a limited hold.

Task analysis involves breaking a ____________________ skill into _______________, teachable units, the product of
which is a series of sequentially ordered steps or tasks.

Provide an example of a task analysis.

Assessing Mastery Level

Single-Opportunity Mulitple-
Method Opportunity
Method

Describe the above methods in assessing a learner’s mastery level of a TA.

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Stimulus Equivalence Activities – Chapter 18-19-20

Behavior Chaining Methods

Forward Chaining Backward Chaining

aka
Backward Chaining with
Total Task Presentation Leaps Ahead
or Whole Task
Presentation

Provide applied examples exemplifying each of the behavior chaining methods.

Describe the benefits of BCIS (Behavior Chain Interruption Strategy)

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