Which of the following is an example of stimulus fading...

Which of the following is an example of stimulus fading? Group of answer choices a. Taking a line drawing of a bed and slowly changing it into the letters b-e-d to help a child learn to read the word bed. b. Most-to-least prompting. c. Printing a child's name on a piece of paper and having him trace his name. Over time, slowly remove one letter of his name, thus requiring him to trace the first letters but to print the last letters himself. d. All of these are examples of stimulus fading.

Transcript

00:01 Okay, let's say you're a teacher and you have a student who you want to teach to write their name on their worksheets at school.

00:08 So write their first name at the top of the worksheets they receive.

00:10 So currently, you as the teacher provide the student with the instruction to write your name when you hand the student the worksheet.

00:18 And the student's name is already written in the space for the student to trace.

00:22 And the goal is just for the student to write their name independently upon having a worksheet placed on their desk.

00:28 So we want to examine how we would use response and stimulus prompting, prompt fading to transfer stimulus control to a more relevant stimulus.

00:37 So let's go over this.

00:38 So these are 10 steps to achieve this.

00:40 The first thing we want to do is identify the target behavior and the current stimulus.

00:45 So the target behavior is for the student to write their name independently.

00:49 The current stimulus prompting this behavior is the teacher's instruction to write your name along with the name already being written on the top for the student to trace.

00:59 So now that we've identified that, step two would be to choose an appropriate response prompt.

01:05 So since the student is currently tracing their name, a physical prompt is already being used, the written name.

01:11 So to begin fading, we might start with a lighter physical prompt, such as guiding the student's hand with less force or switching to a visual prompt like highlighting or dotting the letters for the student to trace.

01:24 The third thing we want to do is implement the initial response prompt.

01:28 So we're going to begin with the chosen response prompt.

01:31 For example, if you've decided to use a visual prompt, you can start by changing the fully written line to a dotted version for the student to trace.

01:39 And this still guides the student but it requires more independent motor control.

01:44 Moving on to step four, we're going to gradually fade the response prompt.

01:48 So we're going to reduce the intensity of the response prompt.

01:50 So if if you're using a visual prompt, you're going to make the dots lighter or fewer until the student only has a starting dot of each letter.

01:57 If you're using a physical prompt, you're going to reduce the amount of guidance you provide while the student is moving the pencil independently...

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