bds G.8 part 3

For students who have already learned identity matching (i. same to same), a teacher presents match-to-sample trials as shown below. 9 trials Here the teacher says, "Point to the number of spades. "The student will likely learn to point to

"3" given only three spades and "2" given only two spades.

For students who have atready learned identity matching (i. same to same), a teacher presents match-to-sample trials as shown below. 4 trials Here the teacher says "Point to the number of spades. "The student will likely learn to point to

"3" regardless of the number of spades.

Errorless learning is characterized by which of the following prompting procedures?

(all of the above) Incorrect Option(s) -most-to-least prompting -delayed prompting -stimulus fading

In errorless learning procedures, prompts are used

-(all of the above) Incorrect Option(s) -to produce the desired response on each trial. -in a delayed or altered format to shift stimulus control to the intended SD. -until the learner's response is controlled by the intended SD.

A "within-stimulus prompt" is a prompt that

emphasizes the relevant features of the stimulus.

Stimulus shape transformation to teach reading "Coca-Cola" is exemplified by

gradually changing the word 'Coca-Cola" from the form of a bottle to a regular font.

An "extra-stimulus prompt" is a prompt that

highlights the correct comparison stimulus without altering its features.

A "within-stimulus prompt" is a prompt that

highlights the critical features of the stimuli to be discriminated by modifying non-critical features.

Stimulus shape transformation

involves changing the form of the physical stimulus.

Stimulus fading

involves gradually diminishing an irrelevant feature of a stimulus.

Stimulus fading

involves gradually removing a stimulus prompt

Stimulus fading to teach reading "Coca-Cola" is exemplified by

presenting a picture of a Coca-Cola bottle next to the word "Coca-Cola" and gradually fading the picture.

Most-to-least prompting produces fewer errors if

responding is allowed to stabilize at the current level of prompt fading.

To teach reading the word "baseball," you superimpose an outline of a baseball over the word and then gradually withdraw it. This is

stimulus fading.

To teach the word "Ball," the "B" is originally shaped like two balls—one atop the other. Over several sessions, the balls are transformed into a normal This is

stimulus shape transformation.

In errorless learning procedures, prompts are used

to produce the desired response on each trial.

For students who can do identity matching, a teacher begins by presenting a sample stimulus card from Level 1 and comparison stimuli consisting of cards showing different numerals (not shown). Over successive trials, the teacher presents the sample cards with the numerals in progressively lighter shades (Levels 2 and 3) until the card only shows the cluster of numbered items (Level 4).The teacher is using

within-stimulus prompting.

Stimulus fading is exemplified by a hint

written in bold letters, progressing to lighter and lighter print over several trials.