A Case History on Shaping Technique Development: Dynamic Stimulus Control Shaping
- PDF / 1,023,012 Bytes
- 12 Pages / 595.276 x 790.866 pts Page_size
- 26 Downloads / 194 Views
ORIGINAL ARTICLE
A Case History on Shaping Technique Development: Dynamic Stimulus Control Shaping Hindira Naomi Kawasaki 1 & Mayara da Silva Ferreira 1 & Felipe Santana de Rose 1 & Lidia Maria Marson Postalli 1 & Lucas Tadeu Garcia 2 & Deisy G. de Souza 1 & William J. McIlvane 3
# Association for Behavior Analysis International 2020
Abstract This study investigated a novel method for implementing programs of graduated stimulus change aimed at teaching arbitrary matching to children—stimulus fading in this case. Whereas typical fading programs arrange graduated stimulus change across trials, our method used computer animation to arrange stimulus changes within trials. Thus, children could observe stimuli changing dynamically rather than statically as in typical fading procedures. We hypothesized that dynamic stimulus change would likely prove superior to static change. When dynamic versus static fading procedures were compared, however, both procedures yielded similar, variable learning outcomes. Nevertheless, our study showed that dynamic fading was feasible, perhaps setting the stage for further research to assess whether variations in the parameters of dynamic fading might lead to greater successes. Keywords Stimulus control . Shaping . Relational learning . Automated instruction . Children This article concerns a program of research aimed at teaching stimulus–stimulus relations that are foundational for teaching functional communication skills to learners who do not learn them readily or at all. The program addresses a range of stimulus–stimulus relation types. It begins at a basic level of human development. As examples, it has focused on elementary sameness–difference judgments (Serna, Dube, & McIlvane, 1997) and teaching individuals that pictures
The present study was supported by research grants from the National Council for Scientific and Technological Development (CNPq grant 465686/2014-1), the São Paulo Research Foundation (FAPESP, grant 2014/50909-8), and Coordination for the Improvement of Higher Education Personnel (CAPES, grant #88887.136407/2017-00). The research also received funding from the U. S. National Institute of Mental Health (MH90272). The authors gratefully acknowledge the collegial assistance of Dr. Carol Pilgrim who read an earlier version of the manuscript and made many comments that helped improve the presentation and readability of the article. * William J. McIlvane [email protected] 1
Universidade Federal de São Carlos, São Carlos, SP, Brazil
2
Pontifícia Universidade Católica de Poços de Caldas, São Paulo, SP, Brazil
3
University of Massachusetts Medical School, Worcester, MA, USA
represent the objects that they portray (Lionello-DeNolf & McIlvane, 2016). It continues to address stimulus–stimulus relations that are acquired during the early developmental period, endpoints of which are those acquired in early primary education. The present submission concerns recent efforts to teach stimulus–stimulus relations to preschool children via teaching technologies tha
Data Loading...
