Chapter 18

Specific Prompting Procedures and Instructional Programs

Study Questions

1. What are prompts? (p. 355)

2. How is rule-governed behavior achieved? (p. 356)

3. What is meant by contingency shaped as opposed to rule-governed behavior? Give an example of each from your own childhood memories. (p. 356)

4. Explain the difference between higher-order classes and lower-order classes and give an example for each from your own area of application. (p. 358)

  1. Define instructional demand and explain why recognizing its influence in a behavior analytic program can be so important. (p. 357)
  1. List and explain the steps necessary for using the “Tell” procedure effectively. (p. 356-359)
  1. Why would you want to make sure that before you attempt to teach a complicated discrimination, the client is familiar with the stimulus? (p. 358-359)
  1. Pacing instructions five or more, seconds apart has been associated with lower rates of student disruption and higher rates of learning. T or F? Support your response. (p. 359)
  1. Direct Instruction (DI) includes all of the following elements: (circle all that apply)
    (p. 359-360)
  1. Giving praise as it is merited
  2. Following a carefully scripted sequence of instruction
  1. Requiring individual responses by group members
  2. Uses specific techniques for minimizing and correcting errors
  3. Focuses separately on individual group members
  1. A trial is considered discrete because it has a definite ______and ______. (p. 361)
  1. Give an example of how you might teach students their colors using a discrete trial format. (p. 361)
  1. Define what a free operant is and how it differs from discrete trial training. (p. 361)
  1. Free operants are measured by ______and discrete trial responses are measured by ______. (p. 361)
  1. Distinguish between free operants and discriminative operants? Illustrate situations in which you might want to implement each kind of operant. (p. 361-362)
  1. Modeling is a stimulus control procedure based on the use of hand-over-hand assistance when teaching a new skill. T or F? Explain your choice. (p. 362)
  1. Explain why acquiring generalized imitation is important to the learning process. (p. 364)
  1. Give an example of combining modeling with shaping. (p. 365)
  1. Well-established imitative responding is essential to the rapid acquisition of many types of behavior. Explain this statement. (p. 365)
  1. Discuss how generalized imitation is taught. (p. 365)
  1. Using video demonstration is an excellent way to facilitate the acquisition of a range of skills. T or F? Defend your answer. (p. 366)
  1. Compare and contrast video modeling versus in-vivo desensitization: (p. 367)
  • What are the advantages and disadvantages of each
  • When might one be preferable to the other
  1. How is video self-modeling different from video modeling? (p. 368)
  1. When choosing imitative models, what guidelines should you use? (p. 368-369)
  1. Why are coping models more effective than “mastery models?” (p. 368-369)
  1. Explain what is meant by selecting “prestigious models.” Referring to an organization familiar to you, say who you would select as a model and defend that choice. (p. 369)
  1. True or false? It is best to use an individual model for teaching imitation skills. Justify your answer. (p. 369)
  1. Liz wanted to teach a group of people how to paddle a canoe. What method would you recommend she use? Describe this procedure for Liz. (p. 369-371)
  1. Explain how the following factors influence modeling: (p. 369-371)
  2. Highlighting similarities between models and observers
  3. Using behavioral rehearsal
  4. Giving rules, instructions, and rationales
  5. Making sure the modeled behavior is simple
  6. Reinforcing imitation of desired behavior and performance of that behavior
  1. List some cautions when using physical guidance to help in modeling a skill. (p. 372-373)
  1. Match the method of teaching to its example, and indicate if it is a tell, show, or guide example: (p. 374-376)

a. Modeling___ John views a video recording of
himself washing his hands.

b. Direct instruction___ The teacher asks and answers a question
out loud, modeling her thinking process.

c. DTT___ The teacher is using a scripted activity plan to teach a lesson on colors.

d. Physical Guidance ___ The instructor holds up a picture of a dog in front of Carla and says, “Say dog.”

e. Video modeling___ The teacher is helping Ed to form the letters of his name by holding his fingers around the pencil.

f. Video Self-Modeling___ Perry is watching a film of a peer doing the movements to the song, “Wheels on the Bus.”