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Imitation -Chap 18 Baer

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Title: Negative Reinforcement Author: Stephanie Peterson Last modified by: sreeve Created Date: 6/17/2006 2:16:15 AM Document presentation format – PowerPoint PPT presentation

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Title: Imitation -Chap 18 Baer


1
Imitation -Chap 18Baer DeGuchi, 1985Poulson,
Et al., 2002
2
Definition of Imitation
  • A model stimulus is presented in an effort to
    evoke the imitative behavior
  • The imitative behavior follows immediately
  • The model and behavior must have formal
    similarity
  • The model must serve as a controlling variable
    for the imitative behavior (SD)

3
Definition of Generalized Imitation
  • Imitation no supported directly by environmental
    contingencies

4
Generalized Imitations
  • are maintained by reinforcing similar imitations
    and not maintained if this doesnt happen
  • persist despite never being reinforced.
  • Increase in accuracy when other similar
    imitations are reinforced.

5
Important Because.
  • Critical for the development of socialization
  • Used as a teaching technique

6
Types of Models
  • Planned models
  • Pre-arranged antecedent stimuli that help
    learners acquire new skills
  • Shows the learner exactly what to do
  • Unplanned models
  • Occur in everyday social interactions

7
Types of Models
  • Actual
  • In-vivo
  • Symbolic
  • Books or video

8
Formal Similarity
  • The model and the behavior physically resemble
    each other

9
Immediacy
  • The temporal relation between the model and the
    occurrence of the imitative behavior is very
    important
  • Imitation may also occur at later times and in
    the context of everyday life situations
  • However, when this occurs in the absence of a
    model, it is not imitation
  • The discriminative features of the environment
    are different in this context (i.e., the model is
    not controlling the behavior)

10
Controlled Relation
  • The controlling relation between the model and
    the imitative behavior is paramount
  • This is best evidenced when the model is novel
    and it still evokes an imitative response what
    is this called?

11
Theories of Generalized Imitation
  • Develop as a result of intermittent reinforcement
    schedules
  • You always reinforce some imitations (
    ) and never reinforce others ( )
  • What type of schedule is this?
  • This schedule typically produces discrimination
    so does not seem to be a very plausible
    explanation.

12
Theories of Generalized Imitation
  • Conditional Discriminative Stimuli
  • Modeling stimuli
  • Instruction-Following Behavior as a Response
    Class
  • Do what I do
  • Neither of these can explain the initial
    generalization of responses without shaping and
    reinror0cement

13
Imitation Response or Stimulus Class? BOTH
  • Although initially a stimulus class restricted to
    topography (not the case later on)
  • E.g., unlikely to get vocal imitation when
    teaching motor imitation
  • significance
  • Later on, it is a response class maintained by a
    conditioned reinforcer?
  • do what I do

14
Imitation Training
  • Some children with disabilities require
    instruction in order to learn to imitate
  • Objective to teach children to do what the
    model does
  • Whats this called?

15
Steps to Imitation Training(Striefel, 1974)
  • Assess and teach any prerequisite skills for
    imitation training
  • Select models for training
  • Pretest
  • Sequence models for training
  • Perform imitation training

16
Assessing/Teaching Prerequisite Skills
  • Prerequisite skills needed
  • ATTENDING!!!!
  • staying seated, keeping hands in lap, looking at
    teacher when name is called, looking at objects
    when prompted by teacher
  • Problem behaviors that may interfere with
    training may need to be decreased

17
Selecting Models for Training
  • Begin with selecting about 25
  • Include gross and fine motor examples
  • Movement of body parts
  • Manipulation of physical objects
  • Use only one at a time
  • dont sequence them--save sequences for later

18
Pretesting
  • Purpose to determine if individual already
    imitates some models
  • Procedures
  • Get learner in ready position
  • If object to be used, please it in front of
    individual
  • Say do this (why not call their name?)
  • Present the model
  • How should models be presented?
  • Immediately praise all responses with formal
    similarity to the model
  • Record learners response as correct or incorrect

19
Sequencing the Selected Models for Training
  • Arrange from easiest to most difficult
  • First models for training are ones the individual
    imitated correctly on some, but not all, pretest
    items
  • Next, teach ones the learner approximated but did
    incorrectly on pretest
  • Finally, teach items the learner did not perform
    or performed incorrectly on pretest

20
Additional Considerations of Selected Models for
Training
  • What else should you consider when selecting
    models for your teaching sets?

21
Assessment of Trained Models
  • Data collection
  • Purpose evaluate learners current performance
    level and determine progress in learning to
    respond to model
  • Brief pretest prior to each training session or
    weekly
  • Make sure you have separate teaching and testing
    conditions
  • Decide how many trials per model
  • Considerations?
  • Criterion?
  • Remember data are collected in the absence of
    teaching conditions

22
Generalization
  • How have you programmed for imitative behavior?
  • Assessment of generalized repertoire of
    imitative behavior
  • Select 3-5 non-trained, novel models to check for
    occurrence of imitation
  • Take data on novel items each time you take data
    on acquisition of trained models
  • Remember data are collected in the absence of
    teaching procedures
  • No reinforcement or prompting strategies.

23
Performing Imitation Training
  • Training
  • Begin by teaching 1 of the 3 models in your set
  • Start with the model most often responded to or
    responded to with closest similarity during
    pre-assessment or data collection
  • Intersperse the target model with a mastered
    response
  • How do you select the mastered response?

24
Performing Imitation Training
  • Training
  • Response prompts
  • Use manual guidance if necessary to prompt the
    response
  • Verbal prompts spoken or written
  • Stimulus prompts
  • Highlight relevant stimulus dimensions
  • Gradually fade prompts as quickly as possible
  • Using what type of fading procedure?
  • Continue until learner responds correctly once
    why not repeatedly?
  • Either end session or introduce new model

25
Guidelines for Imitation Training
  • Keep training sessions active and short
  • 10-15 minutes, a couple times a day
  • Stay in session until learner shows progress
  • Use a quick pace with short ITI
  • Reinforce both prompted and imitative responses
    at first, eventually only reinforce independent
    responses
  • What is this called???
  • Pair verbal praise and attention with tangible
    reinforcers

26
Guidelines for Imitation Training
  • If progress breaks down, back up and move ahead
    slowly
  • Prompts may have been faded too quickly
  • Reinforcers may no longer be potent
  • Attending may have decreased
  • Keep a record
  • Decide when to terminate imitation training
  • When the learner has a generalized repertoire of
    imitation
  • When the learner can imitate a sequence of
    behavior
  • When the learner can imitate verbal items

27
Considerations
  • Imitation is the most efficient way to acquire
    new behavior
  • Teaching imitation is quick and requires little
    effort from the teacher or student as opposed to
    shaping and chaining
  • Model what you want your students to imitate
  • Differentially reinforce imitation to decrease
    the probability of students imitating the wrong
    models
  • I dont want my student around that child who
    screams!!!
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