G.6 Design and Evaluate Procedures to Produce Simple and Conditional Discriminations – Part 2 - Acquisition

In a matching-to-sample procedure, a suitable selection response is one that

(all of the above) can be reliably observed and recorded. is easily distinguishable from other responses. clearly indicates the learner's selection.

In matching-to-sample presentations, instructions such as "Touch the...", "Point to...", or "Give me the..." that tell the learner which selection response should be used are

additional irrelevant stimuli that enhance the difficulty of the task.

In a matching-to-sample procedure, a suitable selection response is one that

can be reliably observed and recorded

Matching-to-sample is used extensively in early intervention with children with autism in an instructional format called

discrete-trial teaching.

Incorrect comparison stimuli (S-Deltas) should be

familiar stimuli

In matching-to-sample procedures, the topography of the learner's selection response

is irrelevant and can be adapted to an individual's sensory and motor capabilities.

When presenting instructional materials in matching-to-sample procedures, instructions such as "Touch the...," "Point to...," or "Give me the..." that tell the learner which selection response to use

may be distracting and should be omitted with early learners.

When a learner makes an incorrect response in a matching-to-sample procedure, prompts should be used to evoke a correct response

on a subsequent trial, immediately before the learners next opportunity to make the same error.

Which of the following most closely represents the application of differential reinforcement in a matching-to-sample procedure? Following a learner's error and before presenting the next trial, the teacher

removes the materials and says nothing.

When the sample stimulus is a spoken word or some other auditory stimulus, it should be

repeated about every two seconds until the learner responds.

Matching-to-sample procedures are used to study and teach

stimulus equivalence.

If a discrimination between comparison stimuli is based on subtle differences between the stimuli, such as between the words CAP and CAR, it may be useful to

teach discriminations between the relevant features of the stimuli first (for example, the letters P and R).