Stimulus Equivalence and Transfer of Stimulus Control General Guidelines Each we
Stimulus Equivalence and Transfer of Stimulus Control
General Guidelines
Each week, you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post. Once you are done, review the posts of other learners and engage in two responses to a learner, or learners, in any discussion board prompt; you may respond to the same learner twice in a conversation.
Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.
Week 10, Discussion Prompt Option 1
Practice
Consider an intervention that uses stimulus equivalence training to help a woman with a brain injury remember a name by speaking the name, having her visually see it by writing it down, and then showing her a picture of the person whose name they are learning.
Describe in detail which example of stimulus equivalence this intervention is using and explain why you chose that option.
Week 10, Discussion Prompt Option 2
Real Life
Verbal prompts are typically described as being the least intrusive prompts. However, vocal verbal prompts can be the most difficult to fade. Have you ever struggled to engage in behavior without a vocal verbal prompt or have you worked with clients who appeared dependent on vocal verbal prompting? How might you transfer stimulus control to a naturally occurring stimulus?
Read or review the following:
Stimulus Equivalence
As you read the following, consider how Janea’s use of stimulus equivalence from this week’s introduction could assist her clients with a TBI:
In your Applied Behavior Analysis text:
Chapter 20, “Engineering Emergent Learning with Nonequivalence Relations,” pages 497–508.
Lovett, S., Rehfeldt, R. A., Garcia, Y., & Dunning, J. (2011). Comparison of a stimulus equivalence protocol and traditional lecture for teaching single-subject designs. Journal of Applied Behavior Analysis, 44(4), 819–833.
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General Guidelines
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