toggle menu
IT should be notified now!
Association for Behavior Analysis International
The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.
Home
About Us
Membership
Events
VCS
Accreditation
Learning Center
Journals
Career Central
Shopping
Portal
Press Center
Exhibitors and Sponsors
Delegations
Annual 2019
International 2019
Autism 2020
Annual 2020
Call For Papers
Archives
Back to Browse Program
Program by Area
AAB: Applied Animal Behavior
W64
,
W71
,
73
,
188
,
231
,
255
,
326
,
389
,
420
,
441
,
462
AUT: Autism
W1
,
W2
,
W3
,
W4
,
W5
,
W6
,
W7
,
W8
,
W9
,
W36
,
W39
,
W40
,
W41
,
W42
,
W43
,
W44
,
W45
,
W46
,
W47
,
W72
,
W73
,
W74
,
W75
,
W76
,
W77
,
W78
,
W79
,
W80
,
W81
,
W82
,
W83
,
15
,
16
,
17
,
30
,
31
,
48
,
49
,
50
,
56
,
57
,
86
,
87
,
88
,
89
,
90
,
91
,
101
,
102
,
112
,
113
,
114
,
120
,
126
,
127
,
128
,
180
,
181
,
189
,
190
,
191
,
207
,
208
,
214
,
215
,
216
,
235
,
236
,
237
,
238
,
239
,
247
,
248
,
257
,
258
,
259
,
260
,
281
,
282
,
283
,
284
,
285
,
299
,
300
,
306
,
320
,
321
,
322
,
327
,
328
,
390
,
391
,
392
,
401
,
421
,
422
,
425
,
436
,
442
,
443
,
451
,
452
,
453
,
463
,
464
,
465
,
466
,
484
,
485
,
486
,
501
,
502
,
503
,
509
,
521
,
522
BPN: Behavioral Pharmacology and Neuroscience
74
,
192
,
217
,
240
CBM: Clinical/Family/Behavioral Medicine
W10
,
W11
,
W12
,
W13
,
W14
,
W15
,
W48
,
W65
,
W84
,
W85
,
W86
,
18
,
32
,
33
,
58
,
59
,
81
,
92
,
115
,
129
,
130
,
182
,
193
,
203
,
232
,
241
,
261
,
276
,
301
,
302
,
345
,
346
,
409
,
426
,
437
,
467
,
480
,
487
,
504
CSS: Community, Social, and Sustainability Issues
W16
,
W87
,
W88
,
19
,
20
,
34
,
41
,
60
,
79
,
121
,
209
,
218
,
274
,
286
,
307
,
308
,
329
,
339
,
347
,
423
,
444
,
468
,
488
,
489
,
510
,
511
,
525
,
526
DDA: Developmental Disabilities
W17
,
W49
,
21
,
35
,
36
,
51
,
61
,
62
,
85
,
93
,
103
,
104
,
116
,
122
,
131
,
132
,
194
,
195
,
219
,
220
,
249
,
280
,
303
,
304
,
330
,
340
,
341
,
348
,
410
,
411
,
427
,
428
,
445
,
446
,
454
,
483
,
505
DEV: Behavioral Development
37
,
63
,
82
,
105
,
133
,
196
,
221
,
250
,
277
,
287
,
309
,
331
,
402
,
438
,
469
,
490
,
512
,
527
EAB: Experimental Analysis of Behavior
22
,
52
,
75
,
94
,
106
,
123
,
134
,
197
,
210
,
211
,
222
,
242
,
262
,
263
,
271
,
288
,
305
,
323
,
324
,
342
,
349
,
403
,
404
,
412
,
429
,
455
,
456
,
457
,
476
,
491
,
506
,
507
,
523
,
528
EDC: Education
W18
,
W19
,
W20
,
W50
,
W66
,
W89
,
W90
,
W91
,
23
,
38
,
53
,
54
,
64
,
77
,
107
,
124
,
135
,
183
,
198
,
212
,
233
,
243
,
264
,
265
,
272
,
289
,
290
,
310
,
311
,
332
,
343
,
350
,
393
,
405
,
458
,
477
,
492
,
493
,
513
,
514
,
524
,
529
OBM: Organizational Behavior Management
W21
,
W22
,
W23
,
W51
,
W92
,
W93
,
W94
,
W95
,
24
,
42
,
65
,
66
,
80
,
95
,
108
,
117
,
125
,
136
,
184
,
223
,
251
,
275
,
291
,
292
,
312
,
313
,
333
,
344
,
351
,
394
,
395
,
413
,
414
,
430
,
431
,
459
,
460
,
479
,
494
,
495
,
515
,
516
PCH: Philosophical, Conceptual, and Historical Issues
25
,
43
,
67
,
76
,
96
,
97
,
204
,
224
,
252
,
253
,
266
,
314
,
315
,
334
,
335
,
396
,
415
,
432
,
447
,
448
,
470
,
496
,
508
,
530
PRA: Practice
W24
,
W25
,
W26
,
W27
,
W28
,
W29
,
W30
,
W37
,
W52
,
W53
,
W54
,
W55
,
W56
,
W57
,
W58
,
W59
,
W60
,
W61
,
W67
,
W68
,
W69
,
W96
,
W97
,
W98
,
W99
,
W100
,
W101
,
W102
,
W103
,
W104
,
W105
,
14
,
26
,
39
,
44
,
45
,
55
,
68
,
69
,
83
,
98
,
99
,
109
,
118
,
137
,
138
,
139
,
185
,
186
,
199
,
200
,
213
,
225
,
226
,
234
,
244
,
254
,
267
,
268
,
278
,
294
,
295
,
296
,
297
,
316
,
317
,
325
,
336
,
337
,
352
,
353
,
354
,
355
,
397
,
398
,
399
,
400
,
406
,
416
,
417
,
424
,
433
,
439
,
440
,
461
,
471
,
472
,
473
,
481
,
497
,
498
,
499
,
500
,
518
,
519
,
531
,
532
,
533
TBA: Teaching Behavior Analysis
W31
,
W32
,
W33
,
W34
,
W35
,
W38
,
W62
,
W70
,
W106
,
W107
,
W108
,
28
,
29
,
47
,
71
,
78
,
110
,
141
,
142
,
187
,
202
,
205
,
228
,
229
,
245
,
246
,
269
,
273
,
298
,
318
,
319
,
407
,
419
,
434
,
450
,
475
,
478
VRB: Verbal Behavior
W63
,
40
,
72
,
84
,
111
,
143
,
206
,
230
,
270
,
279
,
408
,
435
,
482
SCI: Science
27
,
46
,
70
,
100
,
119
,
140
,
201
,
227
,
356
,
388
,
418
,
449
,
474
,
520
,
534
OTH: Other
11
,
13
,
144
,
179
,
179A
,
293
,
381
,
385
,
387
,
517
,
535
,
535A
Back to Browse Program
Event Detail
44th Annual Convention; San Diego, CA; 2018
Workshop Details
Previous Page
Workshop #W98
CE Offered: BACB
Prompting, Stimulus Control, and Error Correction: What's Your Teaching Ritual?
Friday, May 25, 2018
4:00 PM–7:00 PM
Manchester Grand Hyatt, Seaport Ballroom B
Area:
PRA/AUT;
Domain:
Service Delivery
CE Instructor:
Andy Bondy, Ph.D.
ANDY BONDY (Pyramid Educational Consultants, Inc.)
Description:
Behavior analysis involves the study of behavior under what conditions. While the emphasis on behavior per se is novel to many, the most unique characteristic of behavior analysis is the emphasis on how environmental conditions systematically influence behavior. In the study of operant behavior Skinner placed emphasis on the role of consequences and on how the three-term contingency brings about stimulus control. The development of stimulus control is central to many teaching strategies. We will review the establishment of stimulus control using examples from laboratory-based discrimination training. The definition of prompt is just as dependent upon behavior as is the term reinforcer. While our field includes many overlapping descriptions of prompts and cues, we will detail a critical distinction between prompts and cues. The next focus is on a major current challenge to effective teaching, the removal of prompts during teaching. We will discuss whether strategies such as prompt hierarchies are logically consistent. Finally, we will address stimulus control and error-correction, with particular focus on the relationship between error-correction strategies and particular lesson formats. This will include reviewing whether any strategy truly can be descripted as errorless. Be prepared to have your own teaching rituals revealed.
Learning Objectives:
At the conclusion of the workshop, participants will be able to: (1) Define and distinguish between stimulus control, prompts, cues and error correction; (2) Compare and contrast different types of prompts within different types of lessons; (3) Describe the role of stimulus control in relation to teaching strategies; (4) Describe the role of stimulus control in relation to error correction strategies.
Activities:
The format will combine lecture and small group activities. Each participant will be asked to answer specific questions related to their specific applied practice. Each participant will be asked to describe potential modifications of current teaching and error correction strategies. Small group activity will include review of several vignettes describing current teaching practice.
Audience:
While the primary target is an intermediate level, previous beginners and advanced participants have also left positive reviews.
Content Area:
Practice
Instruction Level:
Intermediate
BACK TO THE TOP
In order to complete your request, you will need to be signed into the Portal. Please use the form below to do so.
Username:
Password:
Back to Top
Modifed by
Eddie Soh
SELECT AREA OF INTEREST
Scientists
Educators
Providers
Students
Chapters
Special Interest Groups
Press
SABA
DONATE
ABAI HOTLINE