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| 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 |