Date post: | 21-May-2015 |
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High- Probability Commands&
Errorless Learning
Emma Ellenberger Ball State University
High-Probability (high-p) Commands
Definition:Presenting a sequence of already in repertoire, easy to follow requests immediately preceding the presentation of a target request or low-probability (low-p) command.
Cooper, Heron & Heward, 2007
Why use high-p commands?
• Build behavioral momentum
• Establish compliance
• Establish responding
• Select commands from learners current repertoire
• Present commands rapidly
• Choose commands with short duration
i.e. motor commands matching rec./exp. identification
• Use potent reinforcement
Steps to implement:
1. Create a list of high-p and low-p commands.
2. Implement intervention
- Present 3-5 high-p commands
- Reinforce for compliance to high-p commands
- Immediately present low-p command
- Reinforce for compliance to low-p command
“touch your nose” (high –p command)Touches Nose
“nice work!” while giving student high five“what color is this?” holds up blue color card (high –p command)
“Blue”“awesome answering!” gives student thumbs up.
“show me waving” (high –p command)Waves
“great waving!” while giving student fist bump“what is this?” holds up picture of cat (low –p command)
“Cat”Gives student a cheeto (highest reinforcer)
“That’s right!!”
Instructor/Student
Errorless Learning
Definition:Presenting trials in a way that the learner does not have the opportunity to give or choose a wrong answer through repeated exposure to the correct answer and the use of prompting.
(Lloyd, Riley, & Powell, 2009)
Why use errorless learning?
• Eliminate re-teaching of skills
• Providing learner with exposure to the correct response
Steps to implement:• 4 different types of errorless learning
Stimulus Shaping
Response Prevention
Delayed Prompting
Superimposition of Stimulus Fading
Stimulus Shaping
Steps to implement:
1. Many different types of the target (stimulus) presented as choices.
Trial 1 : “touch triangle”
Trial 2:“touch triangle”
Trial 3: “touch triangle”
What is presented to learner
Response Prevention
Steps to implement:
1. Start with only correct response available
2. Fade in other choices
Phase 1:
“touch triangle”
Phase 2:
“touch triangle”
Phase 3:
“touch triangle”
What is presented to learner
Response Prevention
Delayed prompting
Steps to implement:
1. Start with an immediate prompt to the correct response
2. Fade in time between instruction and prompt
Phase 1:
“touch triangle”
Phase 2:
“touch triangle”
Phase 3:
“touch triangle”What is presented to learner
Delayed prompting
Prompt given
Immediate prompt to touch triangle
Wait 5 seconds, then prompt to touch triangle
Wait 10 seconds, then prompt to touch triangle
Superimposition of Stimulus Fading
Steps to implement:
1. Start by presenting 2 stimuli• One target stimuli• One prompt stimuli
2. Fade the prompt stimuli until it is no longer needed
Phase 1:
“touch triangle”
Phase 2:
“touch triangle”
Phase 3:
“touch triangle”What is presented to learner
Delayed prompting
What the instructor holds up (prompt stimuli)