3/20/26, 9:10 AM EDF 6223
EDF 6223 Final Exam 2026 Most Recent Exam Actual
Complete Real Exam Questions And Correct Answers
(Verified Answers) Already Graded A+ || Guaranteed
Success!! Newest Exam | Just Released!!
Definition of Imitation
• A model stimulus is presented in an effort to evoke the imitative behavior
• The imitative behavior follows immediately
• The model and behavior must have formal similarity
• The model must serve as a controlling variable for the imitative behavior (SD)
Types of Models
• Planned models
-Pre-arranged antecedent stimuli that help learners acquire new skills
-Shows the learner exactly what to do
• Unplanned models
-Occur in everyday social interactions
Formal Similarity
• The model and the behavior physically resemble each other
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,3/20/26, 9:10 AM EDF 6223
Immediacy
• The temporal relation between the model and the occurrence of the imitative
behavior is very important
• Imitation may also occur at later times and in the context of everyday life
situations
-However, when this occurs in the absence of a model, it is not imitation
The discriminative features of the environment are different in this context (i.e.,
the model is not controlling the behavior
Controlled Relation
• The controlling relation between the model and the imitative behavior is
paramount
• This is best evidenced when the model is novel and it still evokes an imitative
response
-After this first occurrence, the new behavior has a history of reinforcement
-Becomes a discriminated operant
/ 2/20
, 3/20/26, 9:10 AM EDF 6223
Imitation Training
• Some children with disabilities require instruction in order to learn to imitate
• Objective: to teach children to "do what the model does"
-Generalize a rule to imitate models
-Also known as generalized imitation
Steps to Imitation Training(Striefel, 1974)
• Assess and teach any prerequisite skills for imitation training
• Select models for training
• Pretest
• Sequence models for training
• Perform imitation training
Assessing/Teaching Prerequisite Skills
• Prerequisite skills needed:
-Attending (staying seated, keeping hands in lap, looking at teacher when
name is called, looking at objects when prompted by teacher)
-Problem behaviors that may interfere with training may need to be decreased
Selecting Models for Training
• Begin with selecting about 25
• Include gross and fine motor examples
-Movement of body parts
-Manipulation of physical objects
• Use only one at a time (don't sequence them--save sequences for later)
/ 3/20
EDF 6223 Final Exam 2026 Most Recent Exam Actual
Complete Real Exam Questions And Correct Answers
(Verified Answers) Already Graded A+ || Guaranteed
Success!! Newest Exam | Just Released!!
Definition of Imitation
• A model stimulus is presented in an effort to evoke the imitative behavior
• The imitative behavior follows immediately
• The model and behavior must have formal similarity
• The model must serve as a controlling variable for the imitative behavior (SD)
Types of Models
• Planned models
-Pre-arranged antecedent stimuli that help learners acquire new skills
-Shows the learner exactly what to do
• Unplanned models
-Occur in everyday social interactions
Formal Similarity
• The model and the behavior physically resemble each other
/ 1/20
,3/20/26, 9:10 AM EDF 6223
Immediacy
• The temporal relation between the model and the occurrence of the imitative
behavior is very important
• Imitation may also occur at later times and in the context of everyday life
situations
-However, when this occurs in the absence of a model, it is not imitation
The discriminative features of the environment are different in this context (i.e.,
the model is not controlling the behavior
Controlled Relation
• The controlling relation between the model and the imitative behavior is
paramount
• This is best evidenced when the model is novel and it still evokes an imitative
response
-After this first occurrence, the new behavior has a history of reinforcement
-Becomes a discriminated operant
/ 2/20
, 3/20/26, 9:10 AM EDF 6223
Imitation Training
• Some children with disabilities require instruction in order to learn to imitate
• Objective: to teach children to "do what the model does"
-Generalize a rule to imitate models
-Also known as generalized imitation
Steps to Imitation Training(Striefel, 1974)
• Assess and teach any prerequisite skills for imitation training
• Select models for training
• Pretest
• Sequence models for training
• Perform imitation training
Assessing/Teaching Prerequisite Skills
• Prerequisite skills needed:
-Attending (staying seated, keeping hands in lap, looking at teacher when
name is called, looking at objects when prompted by teacher)
-Problem behaviors that may interfere with training may need to be decreased
Selecting Models for Training
• Begin with selecting about 25
• Include gross and fine motor examples
-Movement of body parts
-Manipulation of physical objects
• Use only one at a time (don't sequence them--save sequences for later)
/ 3/20
