EDF 6223 exam 2023 - # 75
questions and answers (Graded A+)
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
-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
-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)
-Pretesting - -
•Purpose: to determine if individual already imitates some
models
•Procedures:
-Get learner in "ready" position
questions and answers (Graded A+)
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
-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
-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)
-Pretesting - -
•Purpose: to determine if individual already imitates some
models
•Procedures:
-Get learner in "ready" position
