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TOPIC 3 - Part II

The document outlines procedures for establishing new behaviors, focusing on techniques such as chaining and behavioral skills training (BST). Chaining involves a sequence of stimulus-response pairs, while BST is used to teach new behaviors through instructions, modeling, rehearsal, and feedback. The document also details methods for both backward and forward chaining, as well as the importance of context and reinforcement in the learning process.

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Ng Junqi
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4 views

TOPIC 3 - Part II

The document outlines procedures for establishing new behaviors, focusing on techniques such as chaining and behavioral skills training (BST). Chaining involves a sequence of stimulus-response pairs, while BST is used to teach new behaviors through instructions, modeling, rehearsal, and feedback. The document also details methods for both backward and forward chaining, as well as the importance of context and reinforcement in the learning process.

Uploaded by

Ng Junqi
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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TOPIC 3-Part II

Procedures to Establish New Behaviour


Outline
• Shaping
• Prompting and Transfer of Stimulus Control
• Chaining
• Behavioural Skills Training Program
Chaining

© 2016 Cengage Learning: All Rights Reserved


Stimulus-Response Chain
SD1 --> R1
SD2 --> R2
SD3 --> R3
SD4 --> R4 --> SR

© 2016 Cengage Learning: All Rights Reserved


D
S s and Responses in a Chain
Each chain of behaviors starts with an SD
Each response produces the next SD
SDs and responses are different
• The response is an action evoked by the prior SD
• The SD is a stimulus produced by the preceding response

© 2016 Cengage Learning: All Rights Reserved


Task Analysis
• Identification of all stimuli (SDs) and responses (Rs) in a behavioral
chain

• Example: Eating a bowl of oatmeal


(SD1) bowl of oatmeal, spoon in hand ---> (R1) put spoon in food
(SD2) spoon in food -----> (R2) scoop food onto spoon
(SD3) food on spoon ----> (R3) Put food in mouth ----> (SR) eat

© 2016 Cengage Learning: All Rights Reserved


Chaining Procedures
• Backward Chaining
Teach last SD -> R component first.
Then teach next to last component, and so on.
- Examples

• Forward Chaining
Teach first SD -> R component first.
Then teach second component, and so on.
- Examples

© 2016 Cengage Learning: All Rights Reserved


Training Sequence for Each Component
1. Present the SD
2. Present prompt (verbal and physical)
3. Provide praise (and possibly other reinforcers) for correct response
4. Fade prompts (or use prompt delay)
5. When response occurs without prompts,
move to the next S-R component
6. Continue steps 1-5 until done

© 2016 Cengage Learning: All Rights Reserved


Total Task Presentation
• Execute the whole behavioral chain in each training trial
• Use graduated guidance in each trial
• Fade to shadowing and then fade shadowing

© 2016 Cengage Learning: All Rights Reserved


Example: Stuffing envelopes
(SD1) brochures, envelopes on table ---> (R1) pick up
brochure
(SD2) brochure in hand, envelopes on table ---> (R2) pick up
envelope
(SD3) brochure and envelope in hand ---> (R3) put brochure
in envelope
(SD4) stuffed envelope in hand ---> (R4) put stuffed envelope in the box --> (SR) praise

• To start backward chaining procedures:


Present SD4, prompt R4, and reinforce

• To start forward chaining procedures:


Present SD1, prompt R1, and reinforce

• With total task presentation:


Prompt the learner through all the steps in the chain

© 2016 Cengage Learning: All Rights Reserved


Behavioral Skills Training
(BST) Procedures

© 2016 Cengage Learning: All Rights Reserved


Behavioral Skills Training (BST) Procedures
• Used to teach new behaviors
• Used for behaviors that can be simulated in a role play
• Used with learners who can follow instructions and imitate models
• Used when more intrusive prompting and fading or chaining
procedures are not necessary
• May be used individually or in groups

© 2016 Cengage Learning: All Rights Reserved


Examples of the use of BST:
• Teaching parenting skills
• Teaching assertiveness
• Teaching abduction prevention skills
• Teaching social skills

© 2016 Cengage Learning: All Rights Reserved


BST Components
• Instructions
• Modeling
• Rehearsal
• Feedback Instructions Modeling

Rehearsal Feedback

© 2016 Cengage Learning: All Rights Reserved


Instructions
• Must be understood by the learner
• Given by a person with credibility
• Opportunity to rehearse the behavior
• Use instructions with modeling when necessary
• Give instructions when the learner is paying attention

© 2016 Cengage Learning: All Rights Reserved


Modeling
• Model has high status or similarity
• Model’s behavior is reinforced
• Complexity of the model is appropriate for the learner
• The learner must pay attention to the model
• The model’s behavior occurs in the proper context (in a role-
play or real life)
• Repeat as necessary
• Opportunity for immediate rehearsal
• Variety of exemplars
• Describe important aspects of the model’s behavior
• Have the learner describe important aspects of the model’s
behavior

© 2016 Cengage Learning: All Rights Reserved


Rehearsal
• Immediately after instructions and modeling
• Rehearsal in the proper context
(SD ---> R ---> SR)
• Immediate praise or other reinforcers
• Corrective feedback if needed
• Repeat rehearsal of correct behavior
• Work from easy to hard behaviors or situations
(program for success)

© 2016 Cengage Learning: All Rights Reserved


Feedback
Feedback has two components
Praise for correct performance (positive feedback)
Instructions for improvement (corrective feedback) if
needed
Praise correct behavior immediately
Always praise some aspect of the performance
Use descriptive praise
Give instructions for improvement on one aspect of
performance at a time
Do not make corrective feedback negative (do not criticize)
Mix praise and corrective feedback

© 2016 Cengage Learning: All Rights Reserved


BST in Groups
• Opportunity for multiple models in multiple situations (multiple
exemplars)
• Opportunity to observe others’ rehearsals
• Opportunity to observe feedback received by others
• Opportunity to evaluate others’ performance and provide feedback
• Less individual rehearsal and feedback

© 2016 Cengage Learning: All Rights Reserved


Question?

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