ABA-U7D

The information covered in Unit 7 explains the phenomena of stimulus control (stimulus discrimination). You have learned that when a behavior is repeatedly reinforced in the presence of a specific antecedent, that antecedent gains power to trigger the behavioral response that has been reinforced. If a behavior has been punished in the presence of a specific antecedent, that behavior will be diminished in its presence in the future. The antecedent, in both cases, is then referred to as a "discriminative stimulus," or "Sᴰ." Understanding stimulus control can allow you to take advantage of natural opportunities to reinforce desired behaviors and reduce undesirable behaviors. You learned how you can take advantage of incidental – or naturalistic – opportunities to strengthen an antecedent's ability to bring about – or diminish – a behavior. -- You have just secured a job as a behavior analyst in an inner-city elementary school. You will be working with 4- and 5-year olds. It is an inclusive kindergarten classroom. Many of the teachers have complained that they cannot take the children on fieldtrips to local parks and museums because the children just dart across streets without looking. The teachers are afraid of the children getting hurt. As the "new kid on the block," they hold a "meet and greet" for you to get acquainted and, if the truth be known, to solicit your help with this situation. At least three teachers approached you to ask for your help in teaching the children how to cross streets safely. This is your first task as the new behavior analyst! Suggest a behavior intervention to teach these kindergartners how to cross streets safely. Include the following elements in your plan: discrimination training procedures to establish stimulus control, incidental teaching, and prompts. Chapter 17 in Applied Behavior Analysis (3rd ed.): “Stimulus Control” https://www(dot)cengage(dot)com/dashboard/home ASK SUPPORT