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.

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  • AAB: Applied Animal Behavior

    AUT: Autism

    CBM: Clinical/Family/Behavioral Medicine

    CSS: Community, Social, and Sustainability Issues

    DDA: Developmental Disabilities

    EAB: Experimental Analysis of Behavior

    EDC: Education

    OBM: Organizational Behavior Management

    PCH: Philosophical, Conceptual, and Historical Issues

    TBA: Teaching Behavior Analysis

    VRB: Verbal Behavior

14th Annual Autism Conference; Miami, FL; 2020

Event Details


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Invited Paper Session #14
CE Offered: PSY/BACB/QABA/NASP

Prompting, Stimulus Control, Error Correction: What’s Your Teaching Ritual?

Tuesday, February 25, 2020
8:10 AM–9:00 AM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Intermediate
CE Instructor: Andy Bondy, Ph.D.
Chair: Ruth Anne Rehfeldt (The Chicago School of Professional Psychology)
ANDY BONDY (Pyramid Educational Consultants, Inc.)
Andy Bondy, Ph.D., has almost 50 years of experience working with children and adults with autism and related developmental disabilities. For more than a dozen years he served as the Director of a statewide public school program for students with autism. He and his wife, Lori Frost, pioneered the development of the Picture Exchange Communication System (PECS). He designed the Pyramid Approach to Education as a comprehensive combination of broad-spectrum behavior analysis and functional communication strategies. He is a co-founder of Pyramid Educational Consultants, Inc., an internationally based team of specialists from many fields working together to promote integration of the principles of applied behavior analysis within functional activities and an emphasis on developing functional communication skills. He currently serves as Vice-Chair of the Board of Directors for the Cambridge Center for Behavioral Studies. He was the recipient of the 2012 Society of the Advancement of Behavior Analysis (SABA) Award for International Dissemination of Behavior Analysis.
Abstract:

The terms stimulus, response, and stimulus control are derived from the experimental literature. The term "prompt" arose within the applied field. There are many conceptual and logical errors in how trainers use these terms that often lead to ineffectual lessons. Similar problems can be found regarding error correction strategies and those that are described as "errorless." We will review many popular teaching strategies, including fading, most-to-least, least-to-most, etc., several error-correction strategies and a host of strategies described as "errorless teaching." The goal is to shake up many long-held and cherished beliefs about common teaching strategies.

Target Audience:

Board certified behavior analysts; licensed psychologists; graduate students.

Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define stimulus control and its importance is lesson design; (2) distinguish between prompt and cue; (3) describe the logical difference between fading and most-to-least (or least-to-most) strategies; (4) describe how stimulus control is important for error correction; (5) describe advantages and disadvantages related to "errorless learning."
 

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